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 i-lUC-U— ^, ^z'^'-' 
 
 INDUSTRIAL ARTS 
 
 I\ OUR 
 
 ELEMENTARY 
 SCHOOLS 
 
 BY 
 
 A. H. EDGERTON 
 
 Assistant Professor, School of Education 
 Indiana University 
 
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 The Manual Arts Press 
 
 PEORLA, ILLINOIS 
 
 52083
 
 Copyright, 1922 
 
 A. H. EDGERTON 
 
 12F22 
 
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 C « t f < ' ■ 
 
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 ' . ' . ' ' I
 
 
 PREFACE 
 
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 M 
 
 
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 5 
 
 
 1 
 
 IT IS only natural that all true Amer- 
 icans should be proud of our demo- 
 cratic claim that tree education is provid- 
 ed in each public rural and urban school in 
 the United States. However, our taith in 
 this boast cannot carry much conviction, 
 either with ourselves or with others, un- 
 less the elementary schools are seriously 
 concerned with those human activities 
 that contribute most in preparing for the 
 many-sided demands which confront all 
 intelligent consumers and worthy citizens. 
 If our elementary industrial arts courses 
 are to continue to occupy an important 
 place in the program tor elementary edu- 
 cation, they must soon be subjected 
 to the same general tests and judged by 
 the same high standards that apply to 
 the other elementary school subjects. 
 The relative possibilities in the different 
 plans for realizing common objectives also 
 must be determined more scientificalh- 
 than heretotore. 
 
 These brief reports dealing with the 
 various units of elementary industrial 
 arts work and study, which were suc- 
 cessfully organized anci conducted by 
 Miss Hunter and the several other teach- 
 ers named in connection with their re- 
 spective contributions, were collected tor 
 the 1921 Yearbook by the Industrial Arts 
 Committee* of the National Societv for 
 the study of Education. Since it did 
 not prove expedient tor the Society to 
 publish Part III of its 1921 Yearbook, 
 which was to have included these sug- 
 gestive reports, it has been recommended 
 and urged that this carefully planned 
 and tried material on promising experi- 
 ments for developing industrial courses 
 and projects to meet the psychological 
 
 *This committee was composed of I,. A. Herr, G. 
 H. Hargitt and A. H. Edgerton, chairman. 
 
 and social needs of elementary school 
 pupils should be revised for publication 
 as a handbook for teachers of industrial 
 arts in elementary schools. In order that 
 all concerned might derive the most help 
 trom these valuable units and projects, 
 it finally has been decided to present 
 them in connection with the findings and 
 implications resulting from this investi- 
 gation of 141 public school systems. 
 
 The educational needs of today seem 
 to call for instruction which aims (1) to 
 develop the pupil's general and special 
 capacities and (2) to prepare him tor the 
 demands which the future is going to 
 make upon him. But it is obvious that 
 the early conception of the rudiments of 
 elementary education, involving some 
 skill in reading, writing, and arithmetic, 
 altho still important, will not begin to 
 suffice either in aiding pupils who con- 
 tinue their school work to choose their' 
 courses more wisely in secondary edu- 
 cation, or in helping those who might 
 find it acivisable or necessary to leave 
 school with a minimum amount of edu- 
 cation to choose their respective pro- 
 cedure more thotfuUy. While it has long 
 since been agreed that, if possible, chil- 
 dren should be sufficiently well prepared 
 in school so that they may exercise in- 
 telligent judgment in weighing values 
 and in choosing their future courses of 
 study and work, the traditional curri- 
 culum has quite frequently failed to 
 furnish those concrete experiences and 
 reliable facts pertaining to the social, 
 the economic, and the larger personal 
 aspects of our most important life occu- 
 pations, all of which could help to make 
 this possibility a reality. 
 
 After reading these suggestive reports 
 dealing with the purpose, content and 
 method of various correlated units and
 
 projects, all must agree that the teachers 
 concerned are seriously attempting to 
 adapt both the construction work and the 
 subject-matter to those situations and re- 
 sponses which promise most in determin- 
 ing social conduct, thru the development 
 oj proper habits, attitudes, and appreciations. 
 Readers desiring a more complete study 
 of the development of those fundamental 
 principles for selection, and the adapta- 
 tion of such principles to elementary 
 school curricula, are referred to the 
 numerous standard works, of which Pro- 
 fessor F. G. Bonser's "Elementary School 
 Curriculum" is perhaps the most directly 
 practical. For aid generously given, I 
 wish to thank the many teachers, super- 
 
 visors, principals, and superintendents 
 who co-operated both in collecting and 
 in checking these data used as a basis 
 for the comparative studies included 
 thruout this publication. The writer 
 wishes to express his indebtedness to the 
 several experienced teachers who have 
 cheerfully contributed the numerous brief 
 reports acknowledged in the following 
 pages, and, in particular, this gratitude 
 to Miss Rosana Hunter of the City Public 
 Schools in Indianapolis, Indiana, and to 
 Mr. L. A. Herr of The Lincoln School, 
 New York City, for valued assistance 
 rendered in the preparation of manu- 
 script f(jr the original report. 
 
 —A. H. E.
 
 T 
 
 CONTENTS 
 
 I. Emphasis ifi Purpose attd Content page 
 
 1. General Purpose ot linlusrrial Experiences in 141 Systems 7 
 
 Chief Claims Reporteil for Offering F.lementary industrial Arts 8 
 
 3. Changing Tendencies in Methods for Organizing and Conducting Activities 8 
 
 4. Proper Correlation P.nriches F.lementary School Curriculum 10 
 
 5. Suggestive TNpes of These Elementary Industrial Arts Activities. 
 
 (a) Clothing and 'I'extiles (First Grade) 11 
 
 (b) Shelter — Wood (Second Grade) 12 
 
 (c) Paper Making (Third Grade) 12 
 
 (d) Food (Fourth Grade) 1.) 
 
 (e) Metals — Iron and Steel (Fifth Gratlej 13 
 
 (f) Brick Making (Sixth Grade) .13 
 
 II. Correlating and Developing Units of Work and Study 
 
 1. Neeti for Careful Stuth' ami Impartial Experimentation ,15 
 
 2. Contributions to and from Closely Related Subjects in Curriculum 15 
 
 3. Reports on Successfully Developed Correlations. 
 
 (a) Making a Home (Grade I) . 17 
 
 (b) Clothing and Textiles (Grades I and II) . 17 
 
 (c) F'oods and Textiles (Grades I and II) 17 
 
 (d) Illustrative Projects (Grade III) 18 
 
 (e) Related Projects (Grade III) 19 
 
 (f) Shelter and Food (Grade IV) 19 
 
 (g) Illustrative Projects (Grade IV and V) 20 
 
 (h) Correlated Food Project (Cjrade V) 20 
 
 (i) Class Projects (Grade VI) 21 
 
 (j) Stimulating a Study of Architecture (Grade \'I) 21 
 
 4. Relation between Construction Problems and Intellectual Content 21 
 
 III. Methods of Offeriiig Project-Frohleni Jnstruetion 
 
 1. Industrial Experiences Involve Three Closely Related Elements 23 
 
 2. Project-Problem Method of Learning and of Industrial Arts Instruction 23 
 
 3. Brief Reports on Successful Industrial Arts Projects and Problems. 
 
 (A) Types of First, Second, and Third Grade Work. 
 
 fa) A Playhouse Project (Grade I) 24 
 
 (b) Books and Other Records (Grade II) 25 
 
 (c) Corn Project (Grade II) 25 
 
 (d) Pottery and Chinaware (Grade III) 25 
 
 (e) Concurrent Relations of the Shop and .Academic Subjects (Grade HI) . 26 
 
 (B) Types of Fourth, Fifth, and Sixth Grade Work. 
 
 (a) Individual Projects ((irade I\') 26 
 
 (b) Class Projects (Grade I\') 27 
 
 (c) Food Project — Difference between b'lours (Grade \') 27 
 
 (d) Illustrative Projects (Grade V) 27 
 
 (e) Related Projects (Grade V) 28 
 
 (f) Making Vases of Clay (Grade V!) 28 
 
 (g) Clothing (Grade VI) 29 
 
 4. \'ariability in Methods of .Approaching and Offering Imiustrial Studies .'0 
 
 5. Preparation for and Supervision of Elementary Iniiustrial .Arts Instruction 31 
 
 6. General Summary 31
 
 INDUSTRIAL ARTS IN OUR ELEMENTARY SCHOOLS 
 
 I. Emphasis in Purpose and Content 
 
 GENERAL PURPOSE OF INDUSTRIAL merelv making even useful and service- 
 
 EXPERIENCES IN 141 SYSTEMS ^^^^ products. It these activities are to 
 
 OUR most progressive public school continue to occup\' an important place 
 
 systems now recognize the import- in the elementary school program, it is 
 
 ant need tor properly presenting, organiz- believed by many that they will be ex- 
 
 ing, and offering industrial arts activities pected to share the responsibility with 
 
 in the tirst six grades of school experience, other subjects tor he/ping pupils to de- 
 
 This notable tendency of the past few velop appreciative insight and reasoning 
 
 years undoubtedly is due in part to the ability i>i terms of significant interests and 
 
 marked change in the purpose, content, actual life needs. Both psychology and 
 
 and method of the industrial work now experience have taught us that children 
 
 given as a means ot developing general trom six to twelve years ot age are mainly 
 
 intelligence and knowledge of the in- concerned with the activities and situa- 
 
 dustries during the elementary-school tions in which adults are engaged, rather 
 
 period in much ot the best public school than in series ot exercises, models, or 
 
 curricula. At least, this is the verdict pieces of an abstract nature. Then, too, 
 
 of a large majority (117) of the 141 pro- it is a generally accepted fact today that 
 
 gressive school systems which have re- extended repitition of the same operations 
 
 ported recently from 19 different states and processes causes children of this age 
 
 on the industrial activities now being ex- to lose interest in their work and also to 
 
 perienced by their elementary school gain a larger amount ot technic in the use 
 
 pupils. of hand tools than is commensurate with 
 
 ■ While the emphasis in the work and the relative value of the time and energy 
 
 study in these elementary grades (one expended. Altho the importance ot skill 
 
 to six, inclusive) differs somewhat in or ciexterity is tully recognized as a factor 
 
 keeping with the various types of schools in general elementary education, results 
 
 investigated, iTable I and Fig. I make of several experiments and observations, 
 
 it evident that those courses which atr which will be given later in these chapters, 
 
 designed for studying present-day indus- clearly inciicate that either one of these 
 
 tries in an elementary way., in order that will prove of most value when vitalized 
 
 boys and girls may be more intelligent thru those concrete experiences that 
 
 and appreciative of the conditions., ma- stimulate thinking and actually relate to 
 
 terials., processes, and methods involved in the needs of everyday life. 
 manufacturing the products observed in 
 everyday life, are rapidly replacing the so- 
 called ''busy work" or handwork courses, 
 
 many of which have had the doing and In the reports from these 141 school 
 
 making of things as their primary aim systems, each ot which gave its main 
 
 or purpose. reason for offering industrial work in the 
 
 This investigation and a number of elementary school, the four leading claims, 
 
 recent school surveys make it evident when collated, were found to be given the 
 
 that the larger values in elementary in- order ot importance shown in Table I, 
 
 dustrial arts cannot be realized alone by which follows: 
 
 7 
 
 CHIEF CLAIMS REPORTED FOR OFFERING 
 ELEMENTARV INDUSTRIAL ARTS
 
 INDUSTRI.-IL JRTS IN OUR ELEMENTARY SCHOOLS 
 
 ITEM NUMBER 
 
 TABLE I. Listing the Chief Reason for Offering Industrial Arts Instruction in the First Six Grades 
 of Each of 141 Public School S}-stenis. 
 
 1. Giving a basis tor judgment in the selection and use of industrial products and service 51 
 
 2. Developing an appreciation for the economic and social phases of industry 39 
 
 3. Gaining sufficient experience in industrial processes to meet the pupil's needs'^md to illustrate 
 
 the industry 32 
 
 4. Vitalizing geography, history, arithmetic, oral and written expression, and other subjects in the 
 
 curriculum 19 
 
 Total Number Reported , 141 
 
 Altho it was discov^ered that in a few necessarily so graded that the simple 
 
 cases these claims were expressions of fut- phases of industrial experience and study 
 
 ure plans rather than the present status may be developed in the lower grades 
 
 and conduct of the work, nevertheless, (one, two and three) and the more coir- 
 
 only about six per cent of these public plex phases taken up in the higher grades 
 
 school systems have made practically no (four, five, and six). 
 
 changes in the methods of organizing The composite of the individual reports 
 
 and conducting their elementary Indus- in this investigation, as tabulated in 
 
 trial work during the past few years. Table I, shows that the purpose of the 
 
 On the other hand, over eighty per ce>it elementary industrial arts in an increas- 
 
 of these school systems show every evidence ing number of these schools is to provide 
 
 of having undergone desirable reorganiza- a background of experience and know- 
 
 tion in methods and procedure. ledge, using v^arious types of materials 
 
 that will enable the pupils to appreciate 
 
 CHANGING TENDENCIES IN METHODS FOR , , , , '^ . . . , 
 
 and understand those mdustrial processes 
 
 ORGANIZING AND CONDUCTING ACTIVITIES , i r , i i t-i 
 
 that supply fundamental needs. 1 he 
 Industrial arts as an elementary school subject-matter is, therefore, in the main, 
 subject has been well defined as "the found in a consideration of how man's 
 distilled experience of man in his resolu- food, clothing, shelter, utensils, tools, 
 tion of natural materials to his needs for machines, and other utilities are provided, 
 creature comfort, to the end that he may Fig. I gives the total number and per 
 more richly live his spiritual life." This cent of the 141 school systems offering 
 resolution of natural materials to man's instruction in each type of industrial ex- 
 needs involves the study of our great in- perience reported. The materials of study 
 dustrial life. With advancing civiliza- ordinarily used are clay, wood, metal, 
 tion a highly specialized industrial system food, textiles, paper, and the like. Aside 
 has been developed. The finished prod- from the kind of work already indicated, 
 ucts by which the needs of man are sup- opportunity also is usually given for con- 
 plied are the results of complicated manu- structive work from the standpoint of 
 facturing processes. By means of these free expression at such stated times as 
 processes the raw materials of industry Hallowe'en, Christmas, Easter, and as 
 are transformed into the many finished other occasions dictate, 
 products of varying quality and value Manipulative work frequently is given 
 required by man. The school work is inajor emphasis, as far as the pupils are 
 
 1 c ^11 • "c J t ^' 1 • T J concerned, for it is believed bv a majoritv 
 
 bee Bulletin on I'undamental Values in Indus- ' . j . 
 
 trial Education," Teachers College, Columbia Uni- (92.7 per cent) of the teachers concerned 
 varsity, Publication. that the knowledge and appreciati-in
 
 EMPHASIS IN PURPOSE AND CONTENT 
 
 most vital to their boys and girls are the time the child reaches the seventh 
 
 secured in this way. Nevertheless, un- grade (1) that he should have a tairly 
 
 due stress need not be placed upon this clear but general understanding of the 
 
 phase of the work \i //le p?'oi^Iems and pro- production in the important industries 
 
 jecls challenge mental as well as nuviual which are being carried on about him; 
 
 110 120 130 140 
 
 SHELTKR AND 
 FUTiNTTrRE 
 
 TKXTILES AND 
 CLOTHING 
 
 FOOD AND ALLIED 
 ACTIVITIES 
 
 PAPER AND PRINT 
 FD PRODUCTS 
 
 POTTERY AVD OTHER 
 EARTHEN PRODUCTS 
 
 TOOLS, MACHINES & 
 OTHER UTILITIES 
 
 HANDWORK AS SUCH 
 
 f BASKETRY, WEAVING)! 
 
 FIGURE I. This Chart Shows the Relative Number 
 and Per cent of These 141 School Systems which 
 Offer Instruction in Each Type of Industrial 
 Experience Reported. 
 
 activity. The experience to date indi- 
 cates that a maximum ot time preferably 
 is given to elementary studies of the 
 various industries, and that manipulative 
 work should occur whenever it aids most 
 in an understanding of the industry or 
 in making the subject more interesting. 
 It is generally agreed that the actual 
 "try out" courses for specialized inter- 
 ests and aptitudes, as such, may well be 
 taken up intensively in grades above the 
 sixth." Several of these teachers state 
 they believe it is desirable, however, by 
 
 " Edgerton, A.H. "Intlustrial Arts arul Prevoca- 
 tional Education in Our Intermediate and Junior 
 High Schools," Industrial Arts Magazine, October, 
 1921. 
 
 (2) that he should know something of" 
 the persons that are engaged in these in- 
 dustrial pursuits; and (.^0 that he should 
 be somewhat acquainted with the pos- 
 sibilities that are open to him in such 
 occupations. Questions concerning sources 
 anci preparation of materials, manufactur- 
 ing processes, anti the character and lives 
 of the workers arise in a natural way, 
 and, where these are given proper atten- 
 tion, will contribute materially to an in- 
 telligent understanding of present-day in- 
 dustry. Kxcursions, moving pictures, ex- 
 hibits, selected readings, and discussions 
 likewise become important factors in the 
 cievelopment of this phase of the study- 
 Leon L. Winslow, who is specialist in 
 
 u
 
 10 
 
 INDUSTRIAL ARTS IN OUR ELEMENTARY SCHOOLS 
 
 drawing and industrial training for the 
 New York State Department of Educa- 
 tion, has stated clearly the relation which 
 might well exist between the elementary 
 industrial arts, the so-called fine arts, 
 and other school subjects, as follows: 
 
 For the purpose of organization, most of the draw- 
 ing (art) and construction work done in schools 
 falls to the subject of industrial arts, not because 
 it is a manual subject but rather because it is an 
 industrial subject and because industry deals more 
 with drawing and construction than do history or 
 geography or arithmetic. As phases of school life, 
 drawing and construction are at the disposal of all 
 school studies, but the time has gone by when 
 drawing and manual training can be advantageous- 
 ly regarded as separate subjects in the elementary 
 school course. Either one is but a part of the sub- 
 ject which it is intended to clarify and intensify. 
 We, therefore, choose to form the new subject of in- 
 dustrial arts by combining drawing and construc- 
 tion with an educative subject-matter relating to 
 industry. 
 
 When the industry is once chosen, the class is 
 put to work investigating it, collecting information 
 from all possible sources. Much of the material is 
 obtained thru actual contact with those engaged 
 in it or who handle its protiuct. .Some facts will 
 be gleamed from reference books. The topics to 
 be considered will depend upon the information 
 available and the ability of the class. The follow- 
 ing outline is helpful in considering what may con- 
 stitute the subject-matter in each industry studied: 
 (1) The value of the industry to man; how we are 
 affected by it, (2) The evolution of the industry; 
 its story, its heroes of invention (history), (3) 
 Characteristics of the product; what constitutes 
 excellence. (4) Materials employed, where they come 
 from, (geography), (5) Processes involved, (6) Tools 
 used, (7) Healthfulness (hygiene), (8) Hours and 
 wages, (9) The training of the workers, (10) The 
 part played in the industry by arithmetic, (11) 
 The part played by drawing and design, (12) Ref- 
 erences to the industry found in literature, (13) 
 The industry as depicted in art. 
 
 The subject-matter of industrial arts includes 
 such of the principles of art as are involved con- 
 tinually ill each industry as it is taken up. Master- 
 pieces in painting and sculpture considered as 
 records made by man at various times and under 
 varying conditions, will be treated from the aes- 
 thetic side, jirimarily. Art instruction will be 
 amply provided for, and yet art will not be con- 
 sidered, as it has sometimes been in the past, as 
 an end in itself 
 
 The handwork is based up>on the subject-matter 
 studied and its two kinds: (1) Drawing, including, 
 color, representation and design; (2) construction, 
 including the preparation and combination of ma- 
 terials. All projects are considered as means of 
 expressing ideas and feelings gotten from a study 
 of the activities and not merely as pieces of hand- 
 work to go along with the various studies. Hand- 
 work should Iways result from a definite purpose 
 calhng for it. 3 
 
 In a few of the schools investigated a 
 special arrangement has been made for 
 the pupils from about eight to twelve 
 years ol age whereby they spend part of 
 their time serving as "helpers" or "as- 
 sistants" to the older pupils. This plan, 
 which obviously offers limited educa- 
 tional value, is intended to give the 
 younger children opportunity to acquire 
 experience thru observation and very 
 elementary participation. 
 
 PROPER CORRELATION ENRICHES 
 ELEMENTARY SCHOOL CURRICULUM 
 
 It is pointed out by a number of edu- 
 cators that illustrative handwork is not 
 necessarily industrial arts, as the former 
 is mainly a means of arousing interest in 
 and developing geography, history, and 
 other school subjects. That is, they in- 
 sist that this form of activity rarely deals 
 with the study ot the processes involved 
 in changing raw materials into more 
 valuable products in the industries, and, 
 consequently, it cannot correctly be classi- 
 fied as strictly industrial arts educatioi}^ 
 
 x^ltho the name of the study, after all, 
 is not of first importance, there unquestion- 
 ably is need in elementary education for 
 work and study which involve an elementary 
 interpretation of the many vital but com- 
 plicated industrial situations, cotiditions, 
 and relationships that confront all citizens 
 garments; pottery from the clay banks to finished 
 
 ^ -See Bulletin on ".'\rt and Industrial Arts," a 
 handbook for the elementary grade teachers. State 
 Department of Education publication, .Alb.my, 
 N. Y.
 
 EMPHASIS IN PURPOSE AND CONTENT 
 
 11 
 
 and consumers, both early and late in life. 
 In this connection, the industrial arts 
 problems or projects, which are thought 
 out, planned, and developed by the 
 younger boys and girls, iindoubtetlly 
 should be illustrative, at least, in so tar 
 as the illustrations help to develop the 
 study of industries. At any rate, one 
 ] striking feature observed more and more 
 in the elementary industrial arts classes 
 is the fact that this subject correlates 
 easily and naturally with the rest ot the 
 school curricula. Much of this valuable 
 work and study is being given during the 
 history, geography, and reading periods. 
 In fact, it is frequently the case that little 
 special time is set aside for this industrial 
 arts work in flexible school programs, be- 
 cause it is so closely interwoven with such 
 subjects as those just mentioned. In 
 order to realize the most value from these 
 studies, however, it becomes necessary 
 for each grade teacher to so aquaint her- 
 self with a knowledge of the important 
 industries that she can seize the oppor- 
 tunity to effectively correlate the indus- 
 trial arts with the other related school 
 ^.^ibjects. 
 
 '^ Professor F. G. Bonser ol Teachers 
 College, Columbia University, has called 
 our attention forcefully to this pn^nising 
 tendency in elementary education as 
 follows: 
 
 Nor only are values developed in relationship to 
 the industries themselves, but the immediate real, 
 tangible materials of these activities ami interests 
 centering in everyday use create the needs for and 
 the problems in most of the other school subjects. 
 They make appreciable a reason for arithmetic and 
 geography and history./ Vitally inherent in them 
 lie the problems of hygiene and sanitation. Much 
 of nature study and science have their very reason 
 for existence as school studies in the industrial 
 problems whose solution is dependent upon them. 
 (^Indeed, the study of the industries vieweil aright 
 is the very foundation upon which any effective 
 organization of elementary education must be 
 based or it will be abstract and remote from lite. 
 By the study of clothing materials antl processes 
 from the raw textile fibers to finisheii fabrics and 
 
 china ami other earthenwares; shelter from the 
 forest to completed dwelling houses and their 
 furnishings; or from quarry and mine to completed 
 stone, concrete and steel edifices, large and small; 
 books from the paper mill to the publisher's sales- 
 room; and all of the various important fields of 
 industrial production from raw materials to finished 
 products, from simple, primitive methods to the 
 complex machinofacture of the twentieth century, 
 — by such study we have the approach to almost 
 every phase of present-day life with means for in- 
 terpreting it in terms of economic, esthetic, civic 
 and social values. ''' 
 
 The proper teaching of the industrial 
 arts, as already outlined, will not only 
 enrich each closely related subject, but 
 these subjects in turn will \italize the 
 study of industrial arts. 
 
 SUGGESTIVE TYPES OK THESE 
 ELEMENTARY INDUSTRIAL ARTS ACTIVITIES 
 
 The following elementary industrial 
 arts units were developed successfully in 
 ■grades from one to six, inclusix'e, under 
 the supervisi(jn of Miss Rosana Hunter, 
 who formerly was an instructor of in- 
 dustrial arts at Indiana University and 
 at present is affiliated with the Indian- 
 apolis, Indiana, Public Schools. 
 
 CLOTHING AND TEXTILES 
 
 (First Grade) 
 
 In the first grade, the stutly of textiles was neces- 
 sarily of a very simple r_\pe. The main object was 
 to convey to the children the idea that many of 
 the useful, enjo>able things in life mean work upon 
 the part of hunilreds of people, and that the prep- 
 aration of clothing ami like material involves a 
 great intiustry. Observation of the clothing that 
 each child wore was made — how it was made up 
 of tinv threads woven over and under each other. 
 This same thought was applied to draperies, linen, 
 bed clothing, and other textiles used in the homes. 
 After the children had conceived the idea ot what 
 weaving really meant, the question was suggested 
 as to how each tiny separate thread was made. 
 A simple study of single threads of ravelings fol- 
 lowed. By untwisting and twisting again to make 
 
 "^Bonser, Frederick G. "Industrial Education in 
 Present School Problems," School and Society, 
 August 26, 1916, Vol. IV.
 
 12 
 
 INDUSTRLiL ARTS IN OUR ELEMENTARY SCHOOLS 
 
 up a thread, the children were led to see that a 
 thread was nothing more than a number of fibers 
 twisted around each other. A story was then told 
 of the great factories where just such twisting of 
 fibers to make threads was performed. Pictures 
 were brought in to help the children realize that 
 such was the case. All of this finally led to the 
 question as to where the first fibers were obtained, 
 and stories of the sheep, flax and cotton were told. 
 The children developed their own questions and 
 problems, and consequently were most interested 
 in solving and answering them. 
 
 After the twisting of threads was understood, the 
 subject of weaving was again taken up. Pictures 
 were used to show how this was done in large in- 
 dustrial plants. Manipulation became an import- 
 ant part of the work at this period. Some small 
 looms were made with the help of the teacher by 
 fastening four pieces of wood securely together in 
 the form of a rectangle and notching the end pieces 
 so that the warp threads could be strung around 
 them. Uj^on these looms, the children wove small 
 rugs for a doll house that had been made by the 
 older pupils. Several children worked upon the 
 same rug, for the method of weaving and not the 
 finished product was the real object in mind. The 
 idea of textiles was further carried out in connec- 
 tion with this doll house by the making of curtains, 
 draperies, and bed linen. 
 
 This work was correlated with the story and 
 reading periods by using the stories of the life of 
 the sheep on the ranch, of a cotton plant, of Pippa, 
 of Arachne, and numerous others of this type. In 
 connection with the nature study work, the oriole's 
 nest was observed. The spider was cited as a 
 weaver, and the suggestion that the caterpillar 
 might be called a weaver led to a talk about the 
 silk worm. A window box was obtained and flax 
 seed planted. This was watched with much zest 
 by the children, and when the plants matured 
 they took great interest in seeing how the fiber 
 could be taken from the plant and twisted into 
 threads. 
 
 SHELTER— WOOD 
 
 (Second Grade) 
 
 A study of the wood industry was begun with a 
 socialized recitation about woods or, as we event- 
 ually called them, forests. The story of the "Pine 
 Tree," by Hans Andersen, was told and the chiklren 
 were helped to realize what was really meant by a 
 forest. Illustrative material in the form of pictures 
 was abundantly used, the children bringing much 
 of this from home. 
 
 Eventually the pine tree was singled out as a 
 type and an elementary stud>' was made of it and 
 its characteristics. Bv storv and illustrati(jn its 
 
 life was carried along from the forest until it was 
 cut down by the lumberman and brought to the 
 lumber mill. Then the following steps were brought 
 out, always in a manner that could be understood 
 by the children: the cutting of the great planks 
 from a log, the sawing and planing of the plank in 
 the mill, the final making of the boards into houses, 
 furniture, or other useful articles. The story of the 
 carpenter was introduced here and carried out both 
 in reading and in song. Illustrative material of 
 lumber mills and saw mills was constantly used to 
 impress upon the children the idea that the wood 
 industr\' is an important part of the world's work. 
 The manipulative part of the work consisted of 
 the making of a rather crude bird house from ma- 
 terial that the children had brought in. The house 
 was built for a wren, consequently it did not call 
 for much material. The project was given the 
 finishing touches b)- sand papering and by staining. 
 The latter was done long before it was used in 
 order that the odor might disappear before the 
 birds wished to build. The staining of the house 
 led to a discussion of the grain of wood, and one 
 or two methods of finishing woods as carried on in 
 furniture factories. 
 
 PAPER MAKING ^ 
 
 (Third Grade) 
 
 The manipulative phase of the study of the paper 
 industry consisted of making a small booklet that 
 was used to hold school papers, which the children 
 wished to save. In connection with this booklet,, 
 strawboard, cover paper, and binder's cloth were 
 brought under observation. This easily led to a 
 study on the part of the children to find out how- 
 books and paper were originally made and how 
 they are made toda\'. 
 
 The origin of paper making was taken up thru 
 the story of the keeping of records by the ancient 
 people of Asia, Greece, and Rome. The wax and 
 clay tablets were discussed and their non-durabilit)' 
 pointed out. The story of Egyptian paper making 
 from papyrus was developed and this led to the 
 story of the use of sheepskin, calfskin, flax, an J 
 cotton fibers for the same purpose. Illustrative 
 material of old pamphlets that hati been illustrated 
 and printed by hand were shown. The invention 
 of the printing press and the great demand for 
 paper led up to the present manufacturing of paper. 
 
 In connection with the industry of today, the 
 following points were emphasized: the obtaining of 
 rags and the sorting of these, the securing of 
 old paper and the combining of rags and paper, 
 the cutting, mixing, rolling, drying, coloring, and 
 finishing of paper. The difference between blotting 
 paper, writing paper, cartlboard, anti tissue paper
 
 EMPHASIS IN PURPOSE AND CONTENT 
 
 13 
 
 was observed. The making of certain kinds of 
 paper from wood fiber was correlated with the 
 reading period. The children were keen enough 
 to bring up the subject of the making of paper 
 clothing during the last few years. 
 
 Some small boys undertook to try paper making 
 at home by pulverizing rags and paper together 
 and by boiling them in a little lye water with rosin 
 to hold the fibers together. The result was a very 
 heavy crude blotting paper that helped much in 
 giving an idea as to how the work is done in the 
 factory. Other children made up charts ot samples 
 of different kinds of paper that could be found. 
 These charts were on exhibition in the schoolroom 
 and were viewed with great pride b\- the makers. 
 Helpful illustrative material for the study of this 
 industry was obtained from the Hampshire Paper 
 Company at South Hadley Falls, Mass., and the 
 Forest Paper Company at Yarmouthville, Me. 
 
 FOOD 
 
 (Fourth Grade) 
 
 In the fourth grade, emphasis was laid upon the 
 preparation of meats, and also of wheat as a ceral 
 for our use. In connection with the former, the 
 life of the rancher was taken up in the geography 
 period. The beef was traced from the ranch to 
 the stockyards and the packing house. Some time 
 was given to the preparation of the meat after the 
 beef was killed. Allen's Industrial Reader was used 
 extensively with this work, and some very good 
 material was obtained from Morris and Company 
 in Chicago. (The latter contains excellent illustra- 
 tions and carries the work along the different proc- 
 esses of refrigerating, drying, smoking, and canning). 
 The place of this industry in the United States, 
 the approximate number of people employed, and 
 the location of the large stockyards and meat- 
 packing establishments in this and other countries 
 were studied. The story ot the raising ot sheep tor 
 food was taken up in much the same manner as 
 that ot the beef. 
 
 With the study of the cereal, the story of a grain 
 of wheat was traced from the wheat fields of the 
 northwest to the time when the loat ot bread, or 
 the breakfast food, was placed upon the dining 
 table. Consideration was given to the number ot 
 persons employed in this industry and its place in 
 the world's work. Materials obtained from the 
 Washburn-Crosby Company showing a diagram ot 
 the milling processes in the flour mill were found 
 helpful. Stories of "How the World is Fed" were 
 read and a comparison was matle ot the ancient 
 ways of making flour and meal as compared with 
 those of the present. The whole subject was further 
 vitalized by a visit to a small flour mill nearbv. 
 
 MKI ALS— IRON AND STEEL 
 (Fifth Grade) 
 
 J'he fifth grade was studying the United States 
 in geography. One of the important natural re- 
 sources proved to be iron ore. One of the chief in- 
 dustries involved was the transforming of iron into 
 steel. This gave us a splendid opportunity to in- 
 vestigate the iron industry. A study was made of 
 the early discoveries of iron and its smelting by 
 ancient people. The fact was brought out that in 
 the history of civilization a certain epoch was known 
 as the Iron Age, when people first began to sub- 
 stitute iron tor wood and stone. The history of 
 the smelting of iron was traced up to the present 
 methods of manufacturing. Special attention was 
 given to the difference between the open hearth 
 and the Bessemer furnace. The effect of the iron 
 industry upon civilization with regard to machinery, 
 transportation, building, and tools was noted. Out- 
 standing individuals who had done much to pro- 
 mote the industry were mentioned. The children 
 learned that Neilson, Siemens, and Bessemer had 
 as important an influence upon our lives as did 
 Washington, Franklin, and many other men to 
 whose lives so much time is given in the school- 
 room. 
 
 By the time this study was completed, the chil- 
 dren knew the main facts concerning the history of 
 the iron industry, the names of the men who had 
 promoted the industry, the different kinds of work, 
 and the approximate wage of each worker in the 
 industry. Since the workers of the metal industry 
 are unionized, this led to a slight discussion of the 
 union and its purpose. The discussion of the union 
 led to introductory observations of factory working 
 conditions anil workmen's compensation laws. 
 
 The manipulative phase of this study of the metal 
 industry consisted of the making of a lead paper 
 weight. This was done by first making the mould 
 of clav. The lead was then melted over a Bunsen 
 flame and poured into the mould. After cooling, 
 the mould was knocked oft" and the weight bore 
 the imprint of any shape the mould may have been. 
 
 The idea of the work in the mills was made more 
 vita! by a set of stereopticon slides that was bor- 
 rowetl from the Illinois Steel Company of Chicago. 
 These slides tokl the whole industrial story from 
 the raw material to the finished product. 
 
 BRICK MAKING 
 
 (Sixth Grade) 
 
 The study of the clay industry in connection 
 with the making of bricks was brought in thru the 
 geography of Indiana. Since Brazil, Indiana, is a 
 great brick-producing region, our interests were
 
 14 
 
 INDUSTRIAL ARTS IN OUR ELEMENTARY SCHOOLS 
 
 naturally aroused with this kind of work. The 
 making oi brick was traced from early Egyptian 
 and Assyrian times up to the present day. Much 
 time was given to the development of this industry 
 in our own country, and this work led to a study 
 of the location of the large brick-producing regions 
 of Indiana and the LTnited States. The study of 
 the processes of the industry involved the produc- 
 tion of the raw material, its preparation for use, 
 its tempering, and its moulding. Under the subject 
 of moulding, the soft mud, stiff mud, and dry proc- 
 esses were discussed. Quite a little time was given" 
 to the subject of firing, and a visit to a brick kiln 
 was made by the class. 
 
 After the class felt that it understood, to some 
 extent, the different kinds of work in connection 
 with this industry, the boys made a study of the 
 approximate wage ot the important processes, while 
 the girls collected statistics concerning the number 
 of persons employed and the necessary preparation 
 required of a worker in order to be classed as a 
 skilled workman. Of course, the fact that the 
 workers are unionized was revealed, and, as in the 
 iron industry in the fourth grade, this led to a dis- 
 cussion of factory conditions, hazards of the work, 
 and seasonableness of employment. 
 
 The manipulative phase of the work consisted of 
 the making of a small brick in a wooden mould. 
 Each child made a mould and brought in clay for 
 the work. The fact that these hand-maiie bricks 
 
 shrank, and were not as large when dry as when 
 wet, led to an interesting discussion as to how much 
 a brick maker must allow for shrinkage. The 
 bricks were not glazed and fired, but the subject 
 of glazing was touched upon and the difference 
 between common, pressed and enamelled bricks 
 was pointed out. 
 
 During this study the children kept note books, 
 so that a definite check was had as to how much 
 they were really learning from the discussions and 
 readings. Stereopticon slides of other clay indus- 
 tries were also used to aid in impressing upon them 
 the importance of this particular industry. 
 
 While it is encouraging to note these 
 promising results in method and pro- 
 cedure, which tend to show that we have 
 frequently underestimated the ability of 
 children from 6 to 12 years of age, it cer- 
 tainly would be unwise, at this time, to 
 consicier any feasible plan for offering 
 elementary industrial arts instruction as 
 more than tentative. These excellent re- 
 sults should at least point the way for 
 further experimentation, which is certain 
 to make more reliable comparisons and 
 measurements possible as the work de- 
 velops.
 
 U. Correlating and Developing Units ok Work and Study 
 
 NEED FOR CAREFUL STUDY methods and practices, as conditions per- 
 
 AND impartial EXPERIMENTATION ^^J^^ J,^ ^^^^^ ^^^^ ^^^ ^.^g^J^^ ^^^ ^e 
 
 DESPITE the many encouraging read- carefully observed, tested, and compared 
 
 justments and tendencies pointed whenever possible, 
 
 out in the preceding chapter relative to It is hoped that the different types of 
 
 the purpose and content of profitable in- successfully tried units and projects, 
 
 dustrial experiences in the elementary which are published in the following 
 
 grades of 141 public school systems, Table manner by special request, will prove 
 
 TI shows that a wide range of opinion still sufficiently suggestive to challenge a large 
 
 exists as to the actual methods to be em- number of teachers to try them out as 
 
 ployed in realizing any one of these gen- stated or in modified form. These ac- 
 
 erallv accepted objectives. It is to be curately reported units of work have 
 
 TABLE II. 352 grade teachers report their respective methods for correlating the in- 
 dustrial ARTS to make English (oral and written) a true growth of each pupil's experience.^ 
 
 ITEM NO. 
 
 1. Each pupil is encouraged to become interested in expressing himself in a clear manner 
 
 during industrial arts talks and discussions 126 
 
 2. Each pupil is required to write up excursions to industrial plants, make class reports 
 and notes in accepted English for his grade and in a form which has been agreed upon as satis- 
 factory by all concerned 98 
 
 3. Each pupil studies and, wherever possible, uses accepted business forms and practices 
 
 to become familiar with the related commercial aspects of the various industries 83 
 
 4. Each pupil is taught to select and evaluate the most important information from the 
 selected readings: 
 
 a. Those readings which are assigned for the purpose of giving definite information and 
 attendant technic directly related to the construction work done 45 
 
 b. Those readings which do not directly affect the construction work, but give understand- 
 ing, insight, and inquiring attitudes of mind in connection with occupational activities in 
 
 every day life -*"^ ^9 
 
 hoped that the time is not far distant been collected intentionally from indi- 
 when careful study and impartial experi- viduals having somewhat varied points 
 mentation may aid us in determining the of view and experience, with the thought 
 comparative Values of our most feasible that the results obtained and the means 
 methods by fairly and thoroly testing employed might interest those concerned 
 them in some definite way. However, and encourage further experimentation 
 until more accurate means have been de- with the several plans for realizing corn- 
 vised for ascertaining the truth (facts, mon aims or purposes, 
 rather than mere opmions) regarding Contributions to and from Closely 
 what and how pupils from approximately ^^,^_^^^^ Subtects in Curriculum 
 6 to 12 years of age can learn most effective- 
 ly and economically, 'xth^hoovQS t\vos^swho The far-reaching possibilities in en- 
 are responsible for organizing and con- riching t he elementary school curriculum 
 ducting the industrial arts activities to ^T\\c9,ii numbers will total more than 352, as 
 select and try out various appropriate several teachers reported more than one method. 
 
 15
 
 16 
 
 INDUSTRIJL JRTS IN OUR ELEMENTJRY SCHOOLS 
 
 by properly correlating the industrial arts 
 activities with such closely related tool 
 and content subjects as English, geog- 
 raphy, history, nature-study, arithmetic, 
 and the fine arts v/ere suggested in the 
 introductory chapter. Figure 2 shows 
 the number of school systems attempting 
 such correlations. In the most effective 
 teaching of this nature observed, each 
 
 number of these relationships which 352 
 grade teachers utilized in order to help 
 pupils make their oral and written speech 
 more effective. Altho each subject must 
 have its own objectives and subject- 
 matter in the classroom, and naturally 
 will subordinate the other, in emphasis 
 at times, nevertheless, any one of the 
 subjects mentioned will lose much of its 
 
 subject was studied and developed in 
 terms of its relationship to fundamental 
 needs. The industrial activity was not 
 only emphasized and conducted in its 
 true perspective, but it was utilized to 
 an extent that could be justified by its 
 relative worth in each specific case. It 
 likewise was observed that the content 
 of these closely related subjects was 
 greatly vitalized by utilizing the indus- 
 trial arts work. Table II indicates a 
 
 inherent value provided it neglects to 
 utilize the other subjects advantageously 
 to enrich its own particular aspect of the 
 study. 
 
 REPORTS ON SUCCESSFULLY DEVELOPED 
 CORRELATIONS 
 
 The following widely varied reports 
 are suggestive of a few of the valuable 
 correlations which have resulted from 
 resourceful teaching.
 
 COR.KEL.rnNG JND DEVEinPING UMTS OF IVORK JAD STL DY 
 
 17 
 
 MAKING A HOME— GRADE I 
 
 Edith M. Parsons, 
 
 Teacher at Youngstovvn, Ohio 
 
 This undirected community work was carried out 
 by a first-grade chiss ot forty foreign children, most 
 of whom were from crowded and unkept homes. My 
 aim was to derive as much pleasure and profit for 
 these children as possible; while the children de- 
 sired to model a home and its environments. 
 
 Conversation first took place concerning the 
 home and uses ot furniture. As there were no 
 furniture stores near enough for us to visit, I put 
 colored furniture plates, catalogs, and magazines 
 in convenient places, for the pupils' inspection. 
 After many suggestions and discussions the follow- 
 ing was decided upon by vote: (a) Size (jf house, 
 (b) its color, (c) the kind of furniture, id) the kind 
 of floor and wall coverings, (e) the place of the 
 garden, (f) the decoration of the front yard, (g) 
 who was to make each part. 
 
 The educational values realized frcjm this study 
 were briefly as follows: 
 
 1. Language — Conversation and criticisms. 
 
 2. Number — counting, costs, and measuring. 
 
 3. Nature study — seed and germination; the 
 value of rain, air, and sunshine; the value of toads, 
 snakes, and insects that live in gardens. 
 
 4. Health — value of foods grown in a gartlen; 
 ventilation and cleanliness in home keeping. 
 
 5. Citizenship — voting and cheerfully abiding by 
 the decision of the majorit, . 
 
 6. Writing — the necessary work in planning, 
 costs, and the like. 
 
 E'qually important with the above were the 
 following social adjustments: 
 
 1. Added ability to work together. 
 
 2. The appreciation of the good work of another. 
 
 3. The ability to take and give criticism. 
 
 4. The abilit}- to help one another. 
 
 5. The creation of a feeling of responsibilir\' tor 
 a completed task. 
 
 6. Concentration and independence ot thought. 
 
 CLOTHING AND TEXTILES- 
 GRADES I AND II 
 
 Pearl G. Candee 
 Supervisor of Industrial Arts, Niagara Kails, N. Y. 
 
 In the public school, we can no longer separate 
 art and industry from their proper relation to every 
 subject taught in the elementary grade curriculum. 
 During the past two years Niagara Falls has intro- 
 duced problems in industrial arts into its grade 
 school course ot study, endeavoring to give the 
 child some knowledge of the industry studied and 
 
 the direct relation ot arithmetic, geography, draw- 
 ing, and other subjects to it. For instance, the 
 making ot designs for silk material is preceded by 
 all of the appropriate knowledge obtainable about 
 the silk industry. The following is a typical out- 
 line for one subject (textiles), which was used in 
 grades 1 and 1 1 last year. 
 Grade 1. 
 
 (a) Discussion of clothing to be worn at various 
 times of >ear, as to kinds, material, color, etc. 
 
 (b) Paper dolls were cut from patterns. Cos- 
 tumes for summer, winter, fall, and spring were 
 made from colored construction paper and trimmed 
 (original designs). 
 
 Grades II. 
 
 (a) Discussions ot clothing worn by people of 
 various lands inclucled 
 
 1. Ot what the materials are made. 
 
 2. How the materials are obtained. 
 
 3. Where the materials are obtained. 
 
 4. The color combinations used. 
 
 (b) Paper dolls were cut from patterns. Cos- 
 tumes representing chililren of various lands were 
 made from colored construction paper. 
 
 (c) This study was correlated with story illus- 
 trations and geography. 
 
 FOOD AND TEXTILES- GRADES I AND II 
 
 Carrie R. Harmom 
 Supervisor of Industrial Arts, Lockport, New York 
 
 We feel that the industrial arts plan is of greater 
 value than the former courses in tlrawing and con- 
 struction work because, first, a new interest is 
 created in the manufactured articles all about us 
 and in all industry; second, in the appreciation ot 
 what is good in design in the manufactured articles; 
 third, in the appreciation of the masterpieces in 
 painting and song related to each industry that is 
 studied; third, thru its correlation with other sub- 
 jects in the curriculum, increasing the interest in 
 those subjects. It also increases the interest ot 
 the parents in the work of the school, as the chil- 
 dren solicit them for information about the sub- 
 ject being studied and for magazines from which 
 to cut pictures to illustrate their subjects. 
 
 In each subject in every grade, representation, 
 design, color, and the construction work are in- 
 cluded as before. Under food, the studies include 
 the source of supply, the cost, the nutritive value 
 and, in some classes, the method ot preparation, 
 setting the table properly, and the artistic arrange- 
 ment of flowers to aciorn it. In the second grade, 
 dishes were recently cut from paper and the napkins 
 arranged on the paper table cloth in their proper 
 places. The proper amount of ami the right kind
 
 INDUSTRIAL ARTS IN OUR ELEMENTARY SCHOOLS 
 
 of food were discussed with them. "A quart a day 
 on every child's tray" is illustrated by posters, as 
 we are at present having a "Milk Week" campaign 
 to show the value of milk to all, and its cheapness 
 as compared with other foods. 
 
 Textiles studied for two months included work 
 as follows: first grade, wool; second grade, cotton; 
 third grade, silk; fourth grade, linen; fifth grade, 
 cordage; sixth grade, dress design. The first grade 
 was able to tell the steps in the process of making 
 cloth from the shearing of sheep to the dyeing of 
 the wool or cloth. 
 
 We have used as reference books for these studies 
 the booklet, "From Wool to Cloth," which is pub- 
 lished by the American Woolen Company and sent 
 free to schools, "How the World is Clothed," and 
 other books that were loaned to us by the State 
 Department of Education at Albany, New York. 
 
 In the first grade, sheep are cut from paper and 
 mounted on the booklet covers or they are included 
 in posters, or a nursery rhyme such as "Little 
 Bo-Peep" is illustrated. Color and design are in- 
 cluded in single form by the stick printing of a 
 design on the booklet cover, or in making a design 
 for a woven rug. Bright-colored yarn in one or 
 more of the six colors is sewed on burlap in the 
 darning stitch. This year, instead, we are making 
 little woolen bootees woven on cardboard looms. 
 
 ILLUSTRATIVE PROJECTS— GRADE III 
 
 Georgia Ames Kellev 
 Teacher at Hillside School, Berkeley, California 
 
 The objective of this project, which was worked 
 out at the Hillside School, was the study of Eskimo 
 life thru the making, dressing, and housing of an 
 Eskimo doll. In order to secure a background for 
 the project, the teacher and third-grade children 
 first secured pictures, books, and relics of Eskimo 
 life. These books and pictures were placed on 
 the reading table, where the children might have 
 access to them at any time after the prescribed 
 work had been completed. During the language 
 period, the facts gleaned thru the silent reading- 
 were presented and discussed by the children. 
 These discussions were in the form of socialized 
 recitations, as the initiative was taken by the 
 children. They also criticized and judged the value 
 of the material presented. During these discus- 
 sions, the children not only helped correct the poor 
 English by substituting the correct forms, but 
 they also commended excellent forms of expression. 
 
 The next step was the organization, on the part 
 of the class, of all the material under a few topic- 
 heads: 1. The country, its climate, resources, etc. 
 2. The people, their homes, clothing, occupations, 
 etc. 3. The present compared with the past. The 
 
 class then divided itself into groups in relation to 
 the topics in which the different individuals were 
 most interested. Each group worked by itself to 
 organize the material of the particular topic into 
 a complete story. This story was afterwards pre- 
 sented to the class, sometimes by members of the 
 group and sometimes by one child whom they 
 chose. Members of the class then wrote compo- 
 sitions and stories upon the various topics. This 
 involved the use of many new words, which the 
 children had selected from day to day and placed 
 upon the blackboard for reference. Besides this 
 fact, material, stories, poems, and songs about 
 Eskimo life were collected, and many of them were 
 learned. 
 
 During the entire period (about six weeks), the 
 construction work, involved in the completion of 
 the project, was carried on. At each stage of 
 progress, the work of the individual members and 
 of the groups was presented for criticism and sug- 
 gestion, and the class decided on the final products 
 to be used. The manual work was surprisingly 
 good for such young children. Practically all of 
 the subjects in the curriculum for the third grade 
 were taught thru this project. In fact, the arith- 
 metic was the only subject for which extra work 
 was provided. The children were keenly interested 
 and attacked each new problem, whether it was 
 constructing bases for the Eskimo houses in the 
 manual training room or learning a list of difficult 
 words, with equal enthusiasm and determination. 
 
 I. The making and dressing of an Eskimo doll 
 was carried out involving: 
 
 1. Studies of pictures and representations of 
 
 Eskimo life. 
 
 2. Modeling an Eskimo doll (a study in pro- 
 
 portion). 
 
 3. Constructing a doll from brown ticking 
 
 (designing, cutting, and sewing). 
 
 4. Planning the clothes for the doll (cutting 
 
 patterns). 
 
 5. Selecting materials and the making of 
 
 clothes (overhand stitch used, suggested 
 by primitive method of sewing skins). 
 
 II. The making of an Eskimo house consisted of: 
 
 L Studies of pictures of Eskimo houses. 
 
 2. Drawing pictures of these on paper and 
 
 the blackboard. 
 
 3. Modeling the house in sand, or from 
 
 modelline, etc. 
 
 III. A sand-table representation of an Eskimo 
 village by the class, included: 
 
 1. The original plans which were drawn on 
 paper and transferred to a board. (Each 
 child explained his particular plan to 
 the class. These plans were then dis-
 
 CORRELATING AND DEVELOPING UNITS OF IVORK AND STUDY 
 
 19 
 
 cussed and the best one retained as a 
 working basis. This plan was kept on 
 the board until the sand-table repre- 
 sentation was completed). 
 2. The composition of the representations 
 included: 
 
 a. Landscape, houses, and people. 
 
 b. Water, boats, etc. 
 
 c. Animals, dog-teams, etc. 
 
 IV. Individual representations were also made on a 
 smaller scale. 
 
 1. A program for the parents which was ar- 
 
 ranged by the children. (It included a 
 complete unified review of the subject, 
 thru poems, songs, compositions and 
 stories, conducted in the same way as 
 the daily recitations). 
 
 2. An exhibit showing all the things made 
 
 and collected. (These were arranged by 
 the children, who acted as guides to 
 the visitors). 
 
 RELATED PROJECTS— GRADE III 
 
 Georgia Ames Kellev 
 Teacher at the Hillside School, Berkeley, California 
 
 The objectives of another project were to put 
 content, thru actual experiences, into the terms 
 "cost," "selling price," "loss and gain," and also 
 to test the knowledge of all the addition and sub- 
 traction combinations, if possible. The class was 
 studying a community, i. e. small town and farms. 
 It was suggested that the class build a town so that 
 they might buy and sell the different commodities 
 necessary to dailylife. Out ofthis suggestion grew an 
 elaborate community, a town and adjoining farms. 
 The farm produce, cattle and hogs, sheep, poultry, 
 etc. were sold to the markets, and they, in turn, re- 
 sold them to the consumers. The town bank loaned 
 the money to carry on these enterprises, and also 
 took deposits of money. There were public markets, 
 a candy store, a grocery store, a bakery, ami real 
 estate firms. Adjoining the town were a chicken 
 ranch, a hog ranch, a dairy, ami a fruit and vege- 
 table farm. 
 
 For the construction of the town and farms, the 
 class divided itself into groups according to the 
 enterprise which they wished to carry on. The 
 children worked out their own ideas, constructing 
 the stores, furniture, and the articles to be bought 
 and sold. They laid out the farms, built the 
 houses, and made the animals, people, etc. Catalogs 
 were consulted as to fair selling prices, and prices 
 were plainly marked on everything. Posters were 
 used to advertise special sales. Large quantities 
 of money of all denominations were made for the 
 use of the bank. During the arithmetic period, 
 
 actual buying and selling was carried on. Each 
 group selected one of its members to "keep shop," 
 while the others went out to trade. .At the end 
 of the period, each child figured up his transactions 
 to see what his profits or losses were and settled 
 his account at the bank. Some of these problems 
 were written on the board and the entire class 
 aided in their solution. 
 
 The following subject correlations were involved: 
 
 I. The industrial arts studies included card- 
 board and paper construction, woodwork, modeling, 
 sand-table representations, drawing, painting, and 
 printing. 
 
 II. The arithmetic work included problems in 
 addition, subtraction, multiplication, fractional 
 parts, U. S. money, reading and writing, and mak- 
 ing correct change. This work helped the pupils 
 to understand and use such terms as "cost," "selling 
 price," and "profit and loss." 
 
 III. The language work included: 
 
 1 . Oral expression, thru discussion of pro- 
 
 ject, names for towns, stores, and farms, 
 stating of problems, etc. 
 
 2. Written forms in making out bills, writing 
 
 advertisements, etc. 
 
 SHELTER AND FOOD— GRADE I\' 
 
 Mrs. Lois Coffev-Mossman 
 Instructor of Elementary Education 
 
 Teachers College, Columbia University 
 New York City 
 
 A group of fourth-grade children in New York 
 City studied the Virginia colony. In reading the 
 simple stories written about these colonists, it 
 seemed that the children were not aware of the real 
 life problems involved. So the teacher questioned 
 them as to what the colonists ate and the sort of 
 houses in which they lived. It was found that most 
 of these children had never seen shingles on a house 
 and had little or no notion as to what a log is. .\ 
 small model of a log cabin was brought into the 
 room and left where it might be examined by them 
 day after day whenever time availed. This led to 
 questions about making trees into logs and boards. 
 To answer these satisfactorily pictures of trees, 
 lumber camps, and saw mills were used. 
 
 .At first these children thought that probably 
 sufficient flour was brought in the ship in which 
 the colonists came to this country to supply them 
 indefinitely with bread materials. When some 
 notion of the size of the ship was obtained by com- 
 paring it with ships anchored in the Hudson River, 
 they were forced to find another source of bread 
 for these pioneers. They found that corn was 
 secured from the Indians and made first into meal 
 and then into bread. But these children had never
 
 20 
 
 INDUSTRIAL ARTS IN OUR ELEMENTARY SCHOOLS 
 
 seen ripe corn. A few ears were secured and it 
 was interesting to see their eagerness to help shell 
 it, or even to get a kernel in their hands. 
 
 This shelled corn was ground into meal by the 
 pupils and then made into corn bread, the bread 
 being mixed in the classroom and baked in a 
 neighboring oven. Finally the bread was eaten 
 with honey, and thus the children gained some 
 notion of a number of the difficulties which con- 
 fronted the Virginia colonists. 
 
 ILLUSTRATIVE PROJECTS 
 
 —GRADES IV AND V 
 
 Carrie B. Francis 
 Supervisor of Industrial Arts, Indianapolis, Indiana 
 
 The fourth and fifth grades in the Ralph Waldo 
 Emerson School of Indianapolis worked out an 
 interesting project during the spring semester, 
 1920. This project was based on the geography 
 vvork of the schools with two specific purposes in 
 view; first, to enable the child to translate into 
 terms of his own experience something of the life 
 and conditions of the people whom he was studying, 
 and, second, to stimulate an increased interest in 
 the other subjects correlated with the work. 
 
 The story of the project developed was as follows: 
 "An American child was sitting beside the fire- 
 place in his own home. .As he sat there, he tell 
 asleep and dreamed a wonderful dream. He was 
 in a great airplane and as he sailed along he saw 
 many strange and curious sights. The child first 
 visited the frozen north, where he saw massive 
 icebergs, the brilliant northern lights, all the strange 
 animals, the snow houses, antl Esquimos, who live 
 in them. 
 
 "Next he visited a farm in the Temperate Zone. 
 From there he was quickly transported to Japan 
 amid the beauties ot the cherry blossoms anti the 
 gorgeous, gayly dressed Japanese. In striking con- 
 trast, he soon saw the more somber colorings of an 
 Arabian desert with its white gowned .Arabs and 
 slow-moving camels. But, most delightful of all, 
 he found himseit in the depths of a dense jungle, 
 where he saw peering out from the tall grass all the 
 animals that gave him such thrills when the circus 
 came to town." 
 
 The boys in their manual training classes made 
 all of the animals, homes ot the peoples, vehicles ot 
 transportation, and the like for each scene of the 
 dream. The girls in the sewing classes costumed 
 clothes-pin dolls for the homes. In the art classes, 
 cut-paper landscapes were made to show the settings 
 for the scenes. The pose work was based upon the 
 people living in these homes. At the end of the 
 semester, large stages, replicas of the landscapes, 
 were made, and homes, animals, people, etc. were 
 
 placed in their individual settings with the American 
 child in the plane above them flying from the North 
 Frigid Zone to the Torrid Zone. 
 
 This work and study aroused the keenest interest 
 and much enthusiasm, which was felt not alone by 
 pupils in the schoolroom, but also by the parents 
 in the homes. This interest in the work served to 
 bring the school and the home in much closer touch 
 with each other. As the grades worked together 
 on this problem, a splendid co-operative spirit was 
 developed. This co-operative spirit should tend 
 to broaden the child's interpretation of life and aid 
 him to more wisely adjust himself to the outside 
 world. 
 
 CORREL.ATED FOOD PROJECT 
 
 —GRADE V 
 
 Mabel Hutchins 
 
 Teacher of Industrial .Arts 
 
 Grand Rapids, Michigan 
 
 This project consisted of the cooking and serving 
 of a Colonial luncheon as part of the Tercentenary 
 Celebration of the Landing of the Pilgrims. It is 
 one example of the natural correlation of industrial 
 arts with the other subjects. The industrial arts 
 included work and study resulting in the pouring 
 and dipping of tallow candles, making soap, in- 
 vestigating Colonial foods, their food values, and 
 composition, cooking utensils and dishes, planning 
 a balanced menu for a luncheon, and finally cooking 
 and serving it correctly. Related art problems con- 
 sisted of charts showing composition of typical 
 foods, cut-paper designs tor table-top and hand- 
 lettered menu and place cards. 
 
 The history work involved an intensive study of 
 the Colonial Period and the development of cook- 
 ing methods; the language work included the 
 writing of papers on the subject-matter, and oral 
 compositions on the lantern slides; the geography 
 studies helped the children to realize the sources of 
 typical foods, the difference between Colonial and 
 modern methods of transportation, and the inter- 
 dependence of the nations; while the arithmetic was 
 vitalized by practical problems in marketing, com- 
 paring costs of food and fuels, figuring food values, 
 averages, and percentages. 
 
 In the hygiene class early methods of sanitation 
 were compared with modern methods, the value 
 of food to the body was emphasized, and (along 
 with the making of soap) personal cleanliness was 
 taught. The related science allowed time for simple 
 chemical tests for food elements; the nature study 
 was responsible for classifying the kinds of food 
 native to the community, and a consideration of 
 agriculture was made to allow for a study of the 
 methods of production. Finally, the children were 
 taught table manners, table service, and courtesy.
 
 CORRELATING AND DEVELOPING UNITS OF IVORK AND STUDY 
 
 21 
 
 CLASS PROJECTS-GRADE VI 
 A. A. Cain 
 
 Ethical Culture School, New York City 
 
 At the Ethical Culture School, New York City, 
 we have found that a study of the elements of 
 electricity interests the pupils of our sixth grade. 
 A choice is permitted in making a motor, tele- 
 graph. Bell telephone, wireless telegraph, or elec- 
 tric toaster. Men whose names are prominent in 
 the field of electricity are studied and as much in- 
 formation as possible collected. This also creates 
 a keener interest in the geography work when trans- 
 portation, and modern facilities for travel are dis- 
 cussed. 
 
 Subjects are related in many ways, and the 
 teachers in the different departments assist one 
 another as occasions arise for developing some part 
 of the work to a point of greater educational value. 
 To illustrate this, I shall refer to a particular case. 
 The sixth-grade class teacher had reached the point 
 in geography where travel and lumber are associat- 
 ed. One of the shop teachers had been interviewed 
 and arrangements were made for a talk on lumber, 
 concerning where some of the common kinds grow, 
 how to tell the different kinds, and something about 
 the commercial lumber industry in general. This 
 information cleaned up some mathematical dif- 
 ficulties by pointing out the sizes of boards and the 
 commercial methods for figuring costs. At the 
 same time, the shop benefited by showing the 
 pupils the structural elements of wood, as there is 
 seldom time during shop periods for such dis- 
 cussions. 
 
 iM-om our experiments, it would seem that the 
 work has a much greater educational value when 
 there can be the closest possible relationship be- 
 tween the activities of the classroom and the work 
 of the shop. 
 
 STIMULATING A STUDY OF 
 
 ARCHITECTURE-GRADE VI 
 
 L. A. Hf.rr 
 
 Supervisor of Elementary Industrial Arts 
 
 The Lincoln School, New York Citv 
 
 I liru the study of medieval history and a trip 
 to the Metropolitan Museum, the sixth-grade class 
 became interested in historic ornament. Thev 
 decided to make some of the most typical ami 
 beautiful of the historic forms in plaster. The aim 
 was to make these as true to the best examples as 
 possible. Both teacher and pupils collected draw- 
 ings and pictures from which each pupil made a 
 choice of the particular ornament he wished to 
 make. Borders such as egg and liart, the bead 
 ant! button, and the guilloche were the choice of 
 
 the majority of the pupils, altho some selected 
 different kinds of ornament. 
 
 The work fell into three natural divisions, namely: 
 
 (1) Modeling of the desired form in clay; 
 
 (2) The making of a plaster mold from the clay 
 model; 
 
 (3j The making of the finished cast from the 
 mokl. 
 
 Each pujiil began by making a full-sized pencil 
 sketch of the form which was used as a guide in 
 the modeling. When the forms had been partially 
 built up, several pupils cut templets to assist them 
 in securing greater accuracy in their work. In 
 preparing the temporary walls about the forms 
 and in mixing and pouring the plaster, the pupils 
 obtamed good results by working in small groups 
 and assisting each other. This work led to an 
 extended study of architecture from the classic to 
 the modern period. This study of architecture 
 was successfully carried on' by means of class dis- 
 cussions, sketching, lantern slides, and visits to 
 typical buildings. 
 
 Relation Betwee.v 
 
 CONSTRUCTION PrOBLE.MS AND 
 
 Intellectual Content 
 
 The majority of the primary teachers 
 report that they experience little difficulty 
 in stimulating their pupils to select and 
 develop suitable construction problems 
 to aid in the elementary industrial arts 
 studies. On the other hand, they have 
 observed that the ability of these younger 
 children to understand is usually far 
 greater than their technic. While a 
 much greater degree of precision and 
 .accuracy can be encouraged beyond the 
 third grade, it is exceedingly important 
 for all teachers of elementary industrial 
 arts to distinguish clearly between those 
 manual aspects of the work which are 
 intended primarily to result in motor 
 skill (power over technic) and those which 
 contribute mainly to general mental de- 
 velopment. 
 
 Mrs. Coffey-Mossman, Instructor in 
 Elementary Education at Teachers Col- 
 lege, Columbia University, has referred 
 to the relation which might well exist 
 between the subject-matter and the con- 
 struction work as follows:
 
 INDUSTRIAL ARTS IN OUR ELEMENTARY SCHOOLS 
 
 To be worthy of a place in the school program, 
 industrial arts should be able to show that it has a 
 body of thought of its own. Some have regarded 
 it as merely the handmaiden of the other school 
 subjects to make them clearer and more interesting. 
 If this is true, the work should be embodied in the 
 respective subjects, just as maps, charts, lantern 
 slides, and stereographs are used now. But in- 
 dustrial arts has a subject-matter of its own. It 
 is a study which has to do with the activity of the 
 race in transforming raw materials to meet definite 
 
 needs The growth of the race in developing 
 
 better ways of meeting these needs; the materials 
 which have been found best suited to the needs; 
 the limitations, the qualities, the methods ot pro- 
 ducing, and the supply of these materials; the de- 
 vices for making the things needed with their 
 underlying scientific principles; and the effect 
 upon man both of making and of using these prod- 
 ucts constitute a rich field of human activity worthy 
 of study. 
 ■4 The making of a thing best enables one to under- 
 stand it. To study the need as a problem until 
 one can invent a way to meet the need is good, 
 but the child cannot, in his short life, rediscover all 
 the ways in which man has met these needs. He 
 should then make the projects involved in his 
 study whenever there is no easier way to get the 
 idea as clearly as he should have it. This will 
 necessitate evaluating every project upon the worth 
 of the idea which it gives, upon the amount ot 
 time required, and upon the possibility of a quicker 
 wa>- of securing the idea — thru reading about it, 
 being told, seeing pictures, or seeing some one else 
 make it. If the "inner felt" series ot sensations of 
 which Professor James speaks is the only way to 
 get the correct idea, then take the time tor making 
 the project. Projects in this subject exist then tor 
 
 the sake ot claritying ideas and giving the child a 
 real understanding and appreciation of the in- 
 dustrial activity."* 
 
 *CofTey-Mossman, Lois, "The Organization of 
 the Curriculum in Industrial Arts in the Elementary 
 School," '.Bulletin of the Teachers College Alumni 
 Conferences, Columbia University, New York City, 
 1913, pp. 80-81. 
 
 Nearly all ot the teachers questioned 
 on this subject disagree with the follow- 
 ing statement, which was made recently 
 by one of our well known educators: 
 "The educational value is meagre in most 
 of the so-called elementary grade indus- 
 trial work, because it is relatively devoid 
 of intellectual content." Invariably, they 
 have stated that thru the group and in- 
 dividual projects, several ot which are in- 
 cluded in these reports, they are demon- 
 strating daily the presence of such intel- 
 lectual content by having the pupils not 
 only participate in manipulative work,, 
 but also gain an intelligent appreciation 
 of what the various problems, methods,, 
 and conditions mean in terms ot his- 
 torical development, social worth, scien- 
 tific changes, and industrial growth. In 
 other words, these purposeful activities, 
 are constantly challenging the pupils to 
 think, plan, speak, write, and read, as 
 well as to use materials and tools to con- 
 struct servicable and interesting products..
 
 III. Methods of Ofkerixg Project-Problem Instructiox 
 
 _ INDUSTRIAL EXPERIENCES INVOLVE 
 THREE CLOSELY RELATED ELEMENTS 
 
 AS previously indicated, varying de- 
 grees of emphasis are being given 
 to the relative values of construction 
 work and subject-matter by the six ele- 
 mentary grades in the school systems in- 
 vestigated. Nevertheless, with few ex- 
 ceptions, these 352 teachers report that 
 they recognize the need for having the 
 industrial arts experiences give some at- 
 tention to each one of the following 
 closely related elements: 
 
 (1) Motor expression as a means of stimulating 
 interest and mental activity, and of de- 
 veloping the muscles antl senses to a 
 reasonable degree (dexterity and discrim- 
 ination); 
 
 (2) Information regarding common industrial 
 materials, processes, products, and de- 
 velopments to make pupils conscious ot 
 important divisions and relationships in 
 their complex social environment; 
 
 (3) Situations involving some understanding of 
 the human factors (problems, conditions, 
 and meanings) in the workaday world to 
 encourage thoughtful appreciation of the 
 possibilities for social service and indi- 
 vidual expression. 
 
 In the teaching of industrial arts and 
 related subjects, it is not uncommon to 
 observe two widely divergent methods of 
 learning in different elementary schools 
 within the same school system, and even 
 in different classrooms within the same 
 building. Several of the grade and special 
 teachers still follow the traditional method 
 of assuming almost the entire respon- 
 sibility for originating and announcing 
 the object of the lesson, for making the 
 plans, and for asking the pupils to assist 
 in the execution of these. However, a 
 large majority of the teachers concerned 
 in this investigation report that, when-' 
 ever possible, they encourage the pupils 
 to set up purposes and to think out and 
 develop plans on their own initiative. 
 
 project-problem method of learning 
 and of industrial arts instruction 
 
 The project-problem 7nethod of learning 
 is favored in principle by approximately 
 91 per cent of the special and regular ele- 
 mentary school teachers in the 141 school 
 systems studied. This generally recog- 
 nized method, which has received such 
 wide interpretation recently, preferably 
 involves the conscious setting up of speci- 
 fic purposes by the pupils, the making of 
 plans to realize these purposes, the execu- 
 tion of the plans developed, and, if pos- 
 sible, the appraisal of the results obtained. 
 As would be expected, a considerable dif- 
 ference of opinion exists among these 
 teachers as to the amount of responsi- 
 bility in purposing and planning which 
 can be profitably transferred from the 
 teachers to the pupils. On the other 
 hand, nearly all of these teachers serious- 
 ly believe that industrial experiences 
 should not merely limit pupils to either 
 narrow or imposed tasks in handwork., 
 but should offer sufficient opportunity for 
 understanding and appreciating the worth 
 of each activity and interest., as well as for 
 allowing some freedom in meeting the 
 ciifficulties which arise in developing their 
 own problems. IVVhile it is important 
 that the pupils learn to follow directions 
 and to conscientiously and accurately 
 perform those tasks which are assigned 
 to them, it is agreed that these require- 
 ments should not be over-emphasized to the 
 sacrifice of that development in initiative 
 which makes for the proper expression of 
 personality in either group or individual 
 projects. 
 
 Director H. G. Lull of the Kansas 
 State Normal School, Emporia, Kansas, 
 has suggested the following method of 
 procedure in project teaching: "The 
 procedure, of course, will vary with the 
 nature of the project, yet there are certain 
 
 23
 
 24 
 
 INDUSTRIAL ARTS IN OUR ELEMENTARY SCHOOLS 
 
 principles to be observed in the initiation 
 of all projects. In the first place, the 
 teacher should recognize the principle 
 that the pupil's natural and relatively 
 unhampered attack upon the lesson is 
 an essential condition of successful learn- 
 ing. By natural attack is not meant 
 the absence of definite purpose in the 
 attack nor of guiding suggestions by the 
 teacher, but it does imply the removal 
 of authoritative directions and prescrip- 
 tions into the background. In the second 
 place, the teacher and the pupils must 
 recognize the following requirements as 
 absolutely essential in starting a pro- 
 ject: First, the pupils must work as a 
 social group, in closest co-operation with 
 one another; second, they must find a 
 worthy purpose and make plans to realize 
 it; third, as far as possible, they should 
 make a tentative outline of the project 
 as a means of guiding the individuals ot 
 the class in their study; and fourth, they 
 should distribute the work of the project 
 among themselves, which is to be done 
 in the following study (or work) period." 
 
 It is encouraging to note that this 
 form of purposeful teaching — call it what- 
 ever you may choose^not merely recog- 
 nizes the existence of knowledge, thinking 
 power, and skill, as such, but places a 
 premium on their proper expression and 
 use without neglecting the physiological 
 and psychological factors of child de- 
 velopment. When properly conducted 
 with respect to the neetis and interests 
 of the boys and girls, who have much 
 work in common at this age, group and 
 personal planning and experimenting 
 occupy an all-important place in the in- 
 dustrial arts projects and problems. Dr. 
 
 John Dewey has referred to these promis- 
 ing industrial activities as "ideal occas- 
 ions for sense-training and discipline in 
 thought." In continuing his discussion 
 on "The Psychology of Occupations," he 
 states: "Because the ordinary lessons in 
 observation have no particular motive, 
 there is no outlet beyond themselves. 
 If there are no real needs and motives 
 for doing a thing, sense-training becomes 
 a mere gymnastic, and easily degenerates 
 itself into knacks, or tricks, in observa- 
 tion. This means that it is a mere ex- 
 citement of the sense organs. Normal 
 thinking arises to meet some difficulty, 
 but reflecting is the best way to over- 
 come it. This should lead to planning 
 for results to be reached. Certain steps 
 and order are necessary." 
 
 Brief Reports on Successful Indus- 
 trial Arts Projects and Problems 
 
 The following reports on the several 
 types of successfully tried projects should 
 prove suggestive to all teachers and ad- 
 ministrators who have the responsibility 
 for developing industrial arts activities 
 in grades one to six, inclusive. 
 
 Types of First, Second, and Third 
 Grade Work. 
 
 A playhousp: project— grade I 
 
 L. A. Herr 
 
 Supervisor ot Elementary Industrial Arts 
 The Lincoln School, New York City 
 
 l"he first grade made a playhouse, using a piano 
 box for a beginning. In planning the various fea- 
 tures ot the house, the class worked as a group. Ini 
 executing the plans agreed upon in these group dis- 
 cussions, smaller groups chose different tasks. 
 Freedom to shift from one type of work to another 
 was encouraged so that every chikd gained man\- 
 kinds of experience. 
 
 Lull, H. G. "The Project Methotl ot Learning," It is appreciated that an elaboration of the de- 
 Kansas State Normal School publication; also see tails involved in each one of these units would be 
 Kilpatrick and others. "Dangers and Difficulties both interesting and profitable if the space could 
 of the Project Methotl and How to Overcome permit; however, the contributors have usually 
 Them — A Symposium," Teachers College (Colum- indicated that they will answer specific questions 
 bia LTniversit)) Reconl, Vol. 22, pp. 283-322. regarding their procedure and results.
 
 METHODS OF OFFERING PROJECT- PROBLEM INSTRUCTION 
 
 IS 
 
 Working in this way, a new floor was laid and 
 paint was applied to the inside walls and ceiling. 
 Measurements for a rug were taken and after its 
 size had been deterniinetl and the material selected, 
 weaving was begun on a hand-made loom. At 
 first the work was tione in the simplest way, neither 
 heddle, batten, nor shuttle being used. After the 
 pupil had gained some experience, these features 
 were then added. While this work was in progress, 
 another group made furniture consisting of four 
 chairs anti a table; anejther made draperies for the 
 windows; still another made clay dishes to be used 
 in future social functions to be held in the house. 
 
 Thus it will be seen that in the working out of 
 this project and the different problems involved, 
 the pupils gained firsthand experience with im- 
 portant building material, with clay as a potter's 
 material, and with textile materials. While the 
 dominant interest of the class was in the making 
 and the using of these products, much information 
 concerning the character and the qualities of the 
 materials, as well as the methods of converting 
 these usable articles, came as a by-product anti 
 formed a basis for further stud}'. 
 
 BOOKS AND OTHER RECORDS— GRADE II 
 
 Leon Loyal Wins low 
 
 State Department of Education, Albany, N. Y. 
 
 (Formerly in Charge of Industrial Arts at the 
 
 State Normal College, Bowling Green, Ohio ) 
 
 In the second grade, a preliminar\' observation 
 was made of our school books, involving the story 
 of how we came to have books; tradition by word 
 of mouth, covenants, the scroll, the folded sheet, 
 laced sheets, the book; the bookbinder and the ma- 
 terials which he uses: paper, leather, cloth, thread, 
 glue, paste; the tools necessary for simple book- 
 making; pencil, ruler, scissors, and how they are 
 used; and the care of books. Single-signature, 
 flexible-covered pamphlets were made by each child 
 to be used for picture study illustrations. Fasten- 
 ing together in an attractive way the drawings made 
 in the course, and making a simple-line cover de- 
 sign with appropriate, lettered titles, also were 
 satisfactorily accomplished by the pupils in this 
 grade. 
 
 CORN PROJECT— GRADE II 
 
 Nellie Mae Lockhart 
 Washington School, Youngstown, Ohio 
 
 The purpose of this project was to show the 
 children the great value of corn and to emphasize 
 
 Winslow, Leon L. Chapter 4 on " Ihe Interpreta- 
 tion and appreciation of Pictures" in bulletin on 
 "Art and Industrial Arts," published by State 
 Dept. of Education, Albany, N. Y. 
 
 the extent to which it is used in their everyday 
 lives. We first compared the Indian methods of 
 preparing corn with our modern methods. In 
 order to accomplish this, some of the children 
 ground corn between stones as the Indians did; 
 while others brought in cornstalks and pictures of 
 modern machinery. We then talked of the growth 
 and care of corn. The pupils drew pictures of it 
 and of the farmer at work. Some of the children 
 who lived on farms made silos and told interesting 
 stories of the preparation of corn for the silo. 
 
 Next, we studied the different products of corn 
 and mounted many of them on a large chart. 
 Samples of these products were brought in or, 
 where these were not obtainable, the children read 
 advertisements and mounted the pictures selected. 
 Health pesters and illustrated booklets comparing 
 the food values of corn with other foods were made 
 and taken home. After stud)ing these products, 
 we took up other uses of corn. To their surprise, 
 they found they could make baskets, dolls, brooms, 
 and the like from the husks. All thru this work, 
 we tried to discover the time and interpret the 
 value of the work done by farmers and manu- 
 facturers in preparing corn and its products, so 
 that we as consumers might receive the benefits. 
 In this wa_\-, the children found plent\- of inter- 
 esting material for reading, arithmetic, language, 
 spelling, drawing, health talks, ami constructive 
 work. 
 
 Some of the activities displayed on the large 
 class poster were as follows: 
 
 L Dolls. 10. Corn meal. 
 
 2. Brooms. 11. Mazola oils. 
 
 3. Corn-cob pipes. 12. Corn starch. 
 
 4. Baskets. 13. Corn flakes. 
 
 5. Paper pulp. 14. Chicken corn. 
 
 6. Silos. 15. Hominy. 
 
 7. Health booklets. 16. Popcorn. 
 
 8. Karo syrup and candy. 17. Popcorn balls. 
 
 9. Corn bread. 
 
 We had expected to make cand\ from the corn 
 syrup, to pop corn, and to make popcorn balls, 
 but we lacked the necessary equipment at school. 
 
 POTTERY AND CHINAWARE— GRADE III 
 
 F.FFiE Alexander 
 Primary Supervisor, .Adrian, Michigan 
 
 The teacher's general aim was to arouse or in- 
 crease the interest of her thin] grade children in 
 some of the common manufactured products in 
 everyda\' use, a'-d to show them how these things 
 are the result of interesting industrial processes. 
 It seenied ilesir;dile to lead the pupils to appreciate 
 the skill and perseverance of the laborers, and the 
 dependence of one worker upon others. In order
 
 26 
 
 INDUSTRIAL JRTS IN OUR ELEMENTARY SCHOOLS 
 
 to accomplish these ends, it was clecided to con- 
 sider how pottery was once made by hand and how 
 it is made in the factories today. The pupils 
 wished to learn how pottery is made in order to 
 make bowls in which to put the bulbs that they 
 were going to give their mothers. The illustrative 
 material used in this study consisted of pictures ot 
 the potter's wheel, pictures of the potter at work, 
 pictures of the kiln, pictures ot pottery, pictures of 
 Indian women decorating pottery, plaster-of-paris 
 molds for castings, and Indian pottery and baskets. 
 
 The reference books used most freely were: Ele- 
 mentary Industrial Arts, by Leon L. Winslow; 
 Makers of Many Things, by Eva March Tappan; 
 Edson-Laing Readers, Book Three; Indians of the 
 Southwest, h\ Pliny Goddard; and The World Book. 
 
 The general arrangement of the ten lessons, which 
 were developed with interest and satisfactory re- 
 sults, was as follows: 
 
 I. Story of the wa\' in which the Indians made 
 
 pottery. 
 Pictures of Indian pottery. 
 
 II. How pottery is made today. 
 Picture of potter's wheels. 
 Pictures of potters at work. 
 Pictures of a kiln. 
 
 Showing phister-of-paris molds. 
 
 III. Cutting of silhouettes. 
 
 Study of designs from pictures, potter\", and 
 baskets. 
 
 IV. Making units ami placing designs on 
 
 silhouette. 
 
 V. Beginning bowl: making bottom and put- 
 
 ting on one coil. 
 
 VI. Finishing building up bowl. 
 
 VII. Smoothing bowl; getting it ready for decor- 
 
 ation. 
 
 VIII. Scratching design of border on bowl with a 
 
 sharp nail. 
 
 IX. Firing pottery out-of-doors in a large iron 
 
 covered kettle. 
 
 X. Smoothing and polishing bowl with sand- 
 
 paper. 
 
 CONCURRENT RELATIONS OF SHOP 
 AND ACADEMIC SUBJECTS— GRADE III 
 
 A. A. Cain 
 
 Instructor Ethical Culture School, 
 New York City 
 
 At the Ethical Culture School frequent confer- 
 ences occur between class and shop teachers for 
 the comparison of notes, exchange of ideas, and 
 rearrangement of outlined plans of work, in order 
 that shop projects and academic subjects may each 
 be filled with the most vital interests of the other. 
 
 We endeavor to carry out this scheme of work 
 from the kindergarten thru each of the grades. 
 The following brief sketch of the work in several 
 of the grades may illustrate the methods used. 
 
 In the kindergarten and primary grades, we strive 
 to acquaint the children with a few simple tools and 
 technicalities. As soon as they can hammer in a 
 nail without its bending, and actually make a saw 
 cut fairly straight, the class and shop teachers confer, 
 after which there may be conferences with the 
 children to discover the trend of interests. In the 
 third grade, this year the children have decided to 
 make additions to their furnishings in the way of 
 flower boxes, folding stools, and a play house. 
 The flower boxes have already been made in the 
 shop. Their color scheme and decorations are 
 being planned in the art periods. Other problems 
 will develop in a similar way. The arithmetic of 
 the grade is being applied to planning a zinc lining 
 for the boxes. This requires application of the 
 knowledge of addition for determining the length 
 and width of the lining. (Also see fourth grade 
 projects.) 
 
 Types of Fourth, Fifth, and Sixth 
 
 Grade Work 
 
 INDIVIDUAL PROJECTS— GRADE IV 
 
 Charles Richards 
 
 Director of Manual Arts 
 
 Ethical Culture School, New York City 
 
 The Mechanic Arts Department, of the Ethical 
 Culture School, is at present striving to get light 
 on the problem of how best to gain in its shopwork 
 those deep-seated, thoughtful, self-active interests, 
 that the boys have shown in wireless work, aero- 
 plane making, and all work which they have, 
 themselves, adopted for the time being, as hobbies. 
 It is well known that a hobby receives absorbing 
 attention. What should we do to secure the same 
 results in our regular shop work? 
 
 First came the suggestion that the pupils be 
 allowed to choose their own individual projects 
 regardless of any general class subject, rather than 
 to have a common project chosen by the teacher. 
 Then it was suggested that a subject like electricity 
 or the boat-making industry be adopted and that, 
 within the boundary of the subject, the pupil 
 should have a free choice of a project. 
 
 For the past few years, the primary grades have 
 had a very free choice of work. Last year in the 
 fourth grade, we tried the second suggestion re- 
 ferred to above. The subject was the shipping 
 industry. It was the bond that held the class in 
 common. The boats resulting from this under- 
 taking surprised us all. P'.very boy was anxious 
 to build a boat according to his own idea. They
 
 METHODS OF OFFERING PROJECT-PROBLEM INSTRUCTION 
 
 27 
 
 brought in ideas from models which they hatl seen 
 in the parks and stores. They also delved into 
 our shop library. Then in short talks we dis- 
 cussed, planned, and finall\-, in incredibly short 
 time, produced boats of which the seventh or eighth 
 grades could well be prouil. Besides the boat, they 
 gained spontaneously that vital subject-matter 
 that tends toward an understanding and apprecia- 
 tion of progress in the world in which they live. 
 The plan was pronounced a success In' all, and is 
 being repeated this year. 
 
 CLASS PROJECTS— GRADE IV 
 A. A. Cain 
 
 F^thical Culture School, New York Cit\- 
 In grade four, at the Ethical Culture School, 
 New York City, we strive, so far as is p")ossible, to 
 begin the class project work. P'or the past two 
 years it has been boat study and construction. 
 The history studied in the grade centers about the 
 Greeks, the Norsemen, the Vikings and the ex- 
 plorers of various centuries. This offers a splendid 
 chance to create interest in getting information on 
 the various types ot boats used b>- the peoples 
 that are being studied and on the evolution of de- 
 sign in boat building. Written articles on the in- 
 formation found also are asked for in connection 
 with the P^nglish work ot this grade. 
 
 FOOD PROJECT— DIFFERENCE BETWEEN 
 
 FLOURS GRADE V 
 
 Mrs. Lois Coffey-Mossman 
 
 Instructor of Elementary Education 
 
 Teachers College, New York City 
 
 During the war a fifth grade group of children 
 took some time in discussing the problem of getting 
 adequate food. The discussion led to the problem 
 of getting flour to make bread. Several children 
 said they did not like rye and barley bread. One 
 boy announced that his mother had quit making 
 bread because she could not buy wheat flour, and 
 she could not make good bread from the flour she 
 could get. Out of these and simdar remarks grew 
 a feeling that there is a difference between wheat 
 flour and other kinds. The teacher told them that 
 she had read that there was a difference which 
 could be found by washing each flour in water and 
 comparing the results. 
 
 Accordingly tour bowls of water were procured 
 and also four pieces of cheese cloth. In one piece, 
 double thickness, was placed a quantity ot about 
 two tablespoontuls of wheat flour; the edges of the 
 cloth were drawn together and secured with a 
 rubber band, so that there was formed a small, 
 loose bag of flour. Similarly rye, bar!e\', and corn 
 flour were placed in cheese cloth. These were 
 
 washed each in a separate bowl, by gently shalving 
 back and forth in the water. P^ach of the four 
 children undertook to care for one bag, washing it 
 often during the ilay. The teacher washed a bag 
 of wheat flour, at home, to be sure there would be 
 some properly prepared. 
 
 The following morning the class met to examine 
 the bags. Before opening them the children stated 
 that they expectetl to find the following: 
 
 1. The wheat flour would be sticky because they 
 had found it so in making flour and water paste. 
 
 2. The corn meal would be like wet sand. They 
 could make no prophesy as to the barley and rye. 
 
 Then they proceeded to open the bags in this 
 order: barley, rye, corn meal, and wheat. The 
 rye and barley were slightly sticky, the water in 
 each case being somewhat milk\. The corn meal 
 was like wet sand, not stick\-. The wheat was a 
 gray, sticky lump, and the water was very milky. 
 The teacher then told them she had a bag ot wheat 
 flour she had washed at home, and opened it. The 
 lump was more definite and stretched like rubber 
 or chewing gum. 
 
 In response to the exclamations, "What is it?" 
 it was developed that that was what was left after 
 the starch was washed out into the water. The 
 teacher supplied the name, gluten, telling them it 
 is the protein ot \yheat. 
 
 Having found this difference, the class exchanged 
 ideas until they agreed to the inferences that the 
 gluten must do two things tor the bread: 
 
 L Keep it from crumbling by holding it together; 
 
 2. Hold in the gases developed in making the 
 bread ready for baking, thus making the bread light. 
 
 To verify these inferences, they made two pans 
 of corn bread, using the same recipe in each with 
 the exception in the second instance of substituting, 
 for half the corn meal, wheat flour. They baked 
 the bread in a neighboring oven, the mixing having 
 been done in the classroom. 
 
 On the basis of their inferences, they expected to 
 find (1) the all-corn-meal bread thinner, because the 
 gases "had escaped and thus the batter was not 
 lightened; (2) the all-corn-meal bread much more 
 inclined to crumble. 
 
 When the bread was brought back to the room, 
 the inferences were found to be correct, the bread 
 containing wheat was twice as thick as the other 
 and held together much more firmly. 
 
 ILLUSTRATIVE PROJECTS— GRADE V 
 
 Carrie B. Francis 
 
 Supervisor Industrial .Arts 
 
 Indianapolis, Imiiana 
 
 The 5A grade, at School Number 45, built a 
 "Japanese Village," under the direction of Miss
 
 28 
 
 INDUSTRJJL J NTS IN OUR ELEMENTARY SCHOOLS 
 
 Charlotte Thomas. This was based on their 
 geography and correlated with art, spelling, compo- 
 sition, and arithmetic. The aim of this work was 
 to give the children a means of expression that 
 would develop their initiative and originality, and 
 also acquaint them with the world around them 
 thru their efforts to express their ideas and interests 
 in concrete form. 
 
 From their homes and from the public library, 
 these children brought books and pictures illus- 
 trating Japanese life and custom. They talked 
 with people who had visited Japan, some of whom 
 came to the school and told the class about Japan 
 and its customs. The pupils decided the essential 
 features of the village, which was to be staged on 
 the sandtable. Various parts of the village were 
 worked out as group problems. The children took 
 the initiative in deciding what should be made, 
 how it should be made, the proportions and the 
 materials to be used. In several instances, dif- 
 ferent ways had to be tried before a successful one 
 was worked out. Accuracy of representation, pro- 
 portionate relation, color value, suitability of ma- 
 terial, and artistic effects were some of the things 
 for which the groups worked. 
 
 Entrances to the village were made attractive 
 by the torii. The streets, which were ornamented 
 with stone lanterns made of clay, were made life- 
 like by the jinrikisha ami the tea and vegetable 
 peddlers with baskets hanging from their shoulders. 
 These were made of wood and painted in char- 
 acteristic colors. An interesting part of the village, 
 leading to the temple, was an arbor covered with 
 wisteria. The figure of Buddha was modelled in 
 clay by a boy who had never before done any 
 successful handwork. He asked that he might do 
 all the modeling. The bridge over the canal was a 
 troublesome problem, as a proper curve for the 
 bridge seemed impossible. One day a boy brought 
 a coat hanger from home, because he thought it 
 had a curve that would give the proper construc- 
 tion to the bridge. From this, they worked out 
 the curve of the bridge. One prominent feature of 
 the village was the tea house decorated with lanterns 
 and oriental curtains, which were made from small 
 kindergarten splints. To find a material for the 
 roof, which was pliable enough to be shaped and 
 would also suggest tile, required some experi- 
 m.enting. Corrugated paper, painted and shellack- 
 ed to stiffen it, was found to be most successful. 
 
 The teachers felt that the work vitalized the 
 academic subjects; that the child's freedom of ex- 
 pression, his self-direction, and his responsibility 
 for his work helped to develop interest, originality, 
 initiative, and independence in the class work. 
 
 RELATED PROJECTS— GRADE V 
 
 Gertrude A. Beers 
 
 Miami University, Oxford, Ohio 
 
 A fifth grade geography problem on the study 
 of corn furnished a basis for a unit of work in food 
 products manufactured from this cereal. In getting 
 the material ready, each child made a booklet 
 into which he pasted pictures from advertisements 
 of every kind of corn product that could be found, 
 such as cornstarch, oil, syrup, meal, breakfast- 
 foods, etc. This booklet brought in the art prob- 
 lems of proper mounting of pictures and a cover 
 design in which the corn plant was used as the 
 motif. 
 
 It was next planned to make hominy. The 
 class met out-of-doors to gather wood for a fire, 
 which was to give the ashes for the lye. A cupful 
 of sifted ashes to a quart of boiling water gave 
 enough lye for the amount of corn used. The corn 
 was boiled in the lye until the hulls loosened, then 
 it was rubbed between cloths to take off the hulls. 
 After being thoroly washed, the hulled corn was 
 boiled until each grain was tender. 
 
 A party was now in order, so a committee was 
 appointed to arrange the tables. The hominy was 
 served with cream and sugar. Whittier's Corn 
 Song, which had been memorized in the literature 
 work, was recited at the beginning of the feast. 
 
 MAlvIXG VASES OF CLAY— GRADE VI 
 
 Mrs. Lois Coffey-Mossman 
 
 Instructor of Elementary Education 
 
 Teachers College, New York City 
 
 It was a sixth grade class. A friend had brought 
 in some flowers for the room — yellow nasturtiums. 
 There was a nondescript collection of vases, red 
 glass of inartistic shape, pottery of good design. 
 There was one Chinese bowl, low and spreading, 
 of the sort for pansies. In deciding which was the 
 more suitable for the nasturtiums, there was not 
 much difficulty in eliminating the red vase, or the 
 low Chinese bowl. In the discussion of the various 
 vases it became apparent that the children had 
 little or no notion of what material the vases were 
 made. Finally, some ventured that they thought 
 the Chinese vase was made of clay. 
 
 This did not seem clear to many, so the teacher 
 asked, "What is clay?" A number replied, "It's 
 putty." Others thought it was wax and some 
 suggested the word moldolith. 
 
 To clear their thinking, some native clay was 
 brought into the classroom. The children were 
 unconvinced that it was clay, asserting it was 
 soft rock. Some was put into water and the effect 
 noted. Similarly some soft clay was treated. 
 Further, to bring out the notion, a piece of the
 
 METHODS OF OFFERING PROJECT-PROBLEM INSTRUCTION 
 
 29 
 
 "rock" was rubbed between the Hrigers and the 
 children saw it was really a powder. This brought 
 out the teacher's knowledge of how the potter 
 wedges his clay to make it more plastic b\- retlucing 
 the amount ot air between the particles. The Book 
 of Knowledge ami encyclopedias were consulted, 
 finding that clay was the result of "disintegration 
 of feldspar." This needeti explanation, so the 
 story of the great glacial period was discussed. 
 
 Then one thoughtful chilti said he could not see 
 how a bed of clay could be laid down tree from 
 rock and sand and gravel, since the glacier caused 
 all this material to be mixed in the rushing waters 
 flowing away. To answer, some clay, sand, pebbles, 
 gravel, and rocks were put into a milk bottle with 
 water. They were thoroly mixed into "muddy 
 water." The children easily inferred that the rock 
 ami gravel would go to the bottom when the bottle 
 had stood for a time. They were not sure what 
 would "come down" next. In the morning distinct 
 layers were to be seen below the clear water, the 
 top huer being clay. The conclusion was drawn 
 that a bed of clay is laid down only when water, 
 muddy with clay, stands quiet for some time. 
 
 The bringing of clay into the room for answering 
 these questions, together with the remarks made 
 by the teacher about the plastic quality of clay 
 as she had found it in making vases, furnished 
 stimulus to lead some of the children to ask if 
 they could try to make vases. The lack of zinc 
 closets and the hot dry weather furnished much 
 difficulty in handling the clay, which servetl to 
 strengthen the notions of plasticity already brought 
 out. Before the making had progressed far, the 
 children began asking how the vase could be made 
 so water would not soften it. This necessitated 
 explanation of firing and the use of the kiln. The 
 children wanted to know if they could fire their 
 vases and glaze them. NN'hen green ware, biscuit 
 ware, and glace ware were clear terms, the children 
 saw that more than one firing was necessary, and 
 then they thought out the tact that the first firing 
 needed to be the hottest. Soon the question came: 
 "How does the man know how to control the heat.'" 
 A "cone" was brought to the room antl its use 
 explained. A trip was made to the kiln to take 
 the green ware to be fired. 
 
 When planning for the claze making, questions 
 were numerous. "What makes the color?" "How 
 do you put the design on?" The teacher had not 
 felt it advisable to plan to mention underglaze 
 decoration, but the question came and had to be 
 answered. Then they wanted to know how the 
 pattern is put on the sets of china so uniformly. 
 This necessitated explaining the methods used in 
 factories today. A trip was made to pottery shops 
 
 to see the wheel method by kick wheel and by 
 electric power wheel. 
 
 The third method of making vases — by the use 
 ot iilaster-of-Paris molds — was taken up in the class- 
 room, using a borrowed mold. It was unfortunate 
 that time tlid not permit making a mold. The use 
 of the plaster-of-Paris mold involved noting the 
 utilization of the property of plaster-of-Paris in 
 absorbing water but rejecting the clay contents of 
 the water. 
 
 W'hen the vases were nearly ready to go to the 
 kiln — that is, after the children became interested 
 in expressing their ideas of beauty by impressing 
 the clay, shaping it to their liking, the teacher 
 read to them Henry \'an Dyke's "A Handful ot 
 Clay." A little of the history came incidentally, 
 but time prevented getting a clear notion of the 
 contributions and characteristics of the various 
 nations in the field of pottery. 
 
 It may be of interest to note that these chikiren, 
 so full of questions about the facts of pottery 
 making, seemed quite uninterested in hearing the 
 myth of Grandmother Kaolin read to them. 
 
 CLOTHING— GRADE W 
 
 Helen B. Gover 
 Supervisor Elementary Industrial .Arts 
 Passaic, New Jersey 
 
 Two of the most surprisingly successful projects 
 come in the fifth and sixth years at Passaic. The 
 first is a work-apron for school use, tor which the 
 patterns are measured and cut by each pupil. 
 The sewing is done by machine. The second is a 
 study of dyes. Various articles such as table- 
 runners, neckties, aprons, and collars are the 
 means of using some kind of textile decorations. 
 Stenciling, tied-and-dyed work, wood-block print- 
 ing, and embroidery call for the mixing and use 
 of simple dyes, and the dying seems to form an 
 unending source of delight on the experimental 
 side, some rather interesting results having been 
 obtained. In both of these problems the bo\ s are 
 more interested than the girls. The detailed work 
 and study included: 
 I. Suhject-matler: 
 
 A. Linen: 
 
 1. Industry in Europe and United States, 
 
 2. Processes ot manufacture. 
 
 3. .Advantages of linen over other materials. 
 
 4. Ways of adulterating linen. 
 
 B. Summary of study of four fibers: 
 
 L Origin. 2. Uses. .). Tests for presence in 
 fabrics. 
 
 C. Dyes: 
 
 L Sources of dyes in ancient times. 
 2. \'egetable dyes of colonial days.
 
 30 
 
 INDUSTRIAL ARTS IN OUR ELEMENTARY SCHOOLS 
 
 3. Modern coal-tar dyes: 
 
 a. Comparison in price and quality with 
 
 earlier dyes. 
 
 b. Problems of manufacture, German dyes, 
 
 New American industry. 
 
 4. Ways of using in textiles: 
 
 a. Dying cloth in the piece. 
 
 b. Dying the yarn. 
 
 c. Printing patterns. 
 
 d. Earlier methods. 
 
 The important methods, which these 
 teachers are stressing in approaching 
 their so-called occupational studies, may 
 be roughly classified as (1) industrial, 
 (2) neighborhood, (3) evolutionary . Fig. 
 Ill shows the number and per cent of 
 teachers using each method of approach. 
 The teachers who use (1), which is re- 
 
 
 
 
 
 
 
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 54S 
 
 Fig. III. Chart Showing Relative Numbers of These 352 Teachers Stressing Each General 
 
 Method of Approach to Occupational Studies. 
 
 ported more frequently than both of the 
 other methods (in approximately 54 per 
 cent ot the cases), believe that the pupils 
 should understand the industries of to- 
 day and become appreciative users of 
 products and service. The teachers who 
 use (2), which is reported by over 29 
 per cent of the cases, insist that it is 
 wrong to have the industrial studies take 
 the pupils beyond the first-hand experi- 
 ences of the immediate neighborhood or 
 locality. While the teachers who use 
 (3), which represents over 16 per cent 
 Although the method of approach to of those questioned, urge that the proper 
 these industrial arts studies varies some- appreciation of our industrial develop- 
 what in the different school systems, the ment can be realized only by having the 
 77iajority of the teachers are now tnaking pupils evolve the study from the simple 
 specific attempts to establish identity be- activities of primitive man to the com- 
 tween the school experiences and the occu- plexities of the present time. 
 pational activities in everyday life. In In spite of thi# marked difference in 
 
 fact, over one-half of the teachers definite- opinion as to the best approach for the 
 ly stated that these reproduced forms of study of industrial arts, 94.7 per cent of 
 occupational work make strong appeals to these teachers are committed to giving some 
 the spontaneous interests of their ele- time to a general understanding of the ma- 
 mentary grade children. terials, processes, and problems involved in 
 
 D. Rubber clothing: 
 
 1. Crude rubber industry. 
 
 2. Goodyear and the development of the rubber 
 
 industry 
 II. Projects: 
 
 A. Flax processes. 
 
 B. Testing cloth for various fibers by simpler 
 
 methods. 
 
 C. Aprons, runners, and ties, tied and dyed in 
 
 colonial fashion. 
 
 D. Chart of the rubber industry; 
 
 Collection of rubber to show develop- 
 ment from sap to finished product. 
 
 Variability in Methods of Approach- 
 ing AND Offering Industrial Studies
 
 METHODS OF OFFERING PROJECT-PROBLEM INSTRUCTION 
 
 31 
 
 changing raw nuilcriah into more valuable 
 commercial products. Nearly all of them 
 also state, with varying degrees of em- 
 phasis, that the industrial work might 
 well be considered as a i)ica}is jor oiriching 
 or vitalizing several of the other school sub- 
 jects?^ 
 
 A wide range of opinion likewise exists 
 as to the period above the third grade 
 when the work of boys and girls should 
 be differentiated. In the 141 school 
 systems investigated the practices vary 
 decidedly, especially in the fifth and sixth 
 grades. Nevertheless, most teachers seem 
 anxious to offer types of group and in- 
 dividual experiences which will respect all 
 levels of general and semi-specialized 
 abilities. Nearly 41 per cent of the 
 schools reporting state that the industrial 
 arts work is offered in common to girls 
 and boys thruout the first six elementary 
 grades, implying that they are alike in 
 more ways than they are different, al- 
 - tho the individual differences and capaci- 
 ties are usually considered in the pro- 
 jects and problems developed. Over 29 
 per cent ot these schools offer separate 
 courses in the sixth grade, several claim- 
 ing that the natural differences in the 
 interests and aptitudes of boys and girls, 
 even of this age, warrant this differentia- 
 tion. Approximately 22 per cent of the 
 schools begin differentiating their indus- 
 trial arts courses in the fifth grade. 
 However, only 7 per cent of these schools 
 make any attempt to separate boys and 
 girls tor this work below the fifth grade. 
 
 Preparation for and Supervision of 
 
 Elementary Industrial Arts 
 
 Instruction 
 
 It is interesting to note that a large 
 proportion — over 83 per cent — of the 
 teachers represented by this investiga- 
 tion received no special training for giv- 
 ing instruction in industrial arts in their 
 respective teacher-training institutions. 
 On the other hand, it is encouraging that 
 127 — or approximately 36 per cent of the 
 
 total 352 teachers — report that they have 
 since voluntarily improved their class- 
 room work by becoming familiar with the 
 recent developments in elementary in- 
 dustrial arts instruction thru summer 
 courses, extension classes, and the like. 
 
 The amount and kind of supervision 
 which exist in connection with the in- 
 dustrial arts activities also differ mater- 
 ially. Over 88 per cent of these school 
 systems report that the supervision is merely 
 )io7ninal, so far as improvement of class- 
 room instruction is concerned. Teachers 
 report the greatest help and super- 
 visors the best results where the special- 
 ists take the attitude of assisting the 
 grade teachers, who naturally should 
 have the better knowledge of their puptils' 
 qualities. While it seems that several of 
 the grade teachers are not sufficiently 
 interested in the actual construction work 
 to develop their own technic along with 
 the pupils, a greater number of those 
 who were not prepared reported that 
 they have gradually taken over the re- 
 sponsibilities of giving the entire in- 
 struction, thus relieving the specialists 
 for other duties. 
 
 general summary 
 
 Finally, over two-thirds ot the special 
 teachers and supervisors ot industrial 
 arts questioned agree with the large 
 number of classroom teachers that, in 
 general, the attendant skill and the related 
 information acquired thru the elementary 
 school period — for pupils ranging from 
 approximately 6 to 1 1 years, inclusive — 
 are to be justified mainly by resulting 
 growth in thinking power and industrial 
 intelligence. In other words, they are, 
 in the main, quite convinced that situa- 
 tions., projects, and problems should pro- 
 vide the kinds and qualities of knowledge^ 
 thinking power, and skill {or dexterity) 
 ivhich will help pupils to establish those 
 habits and attitudes that contribute most 
 to their daily conduct as intelligent con- 
 sumers and citizens^ 
 
 520S3
 
 SOUTHERN BRANCH, 
 
 un!Vehs:ty of California, 
 
 LIBRARY, 
 
 iLOS ANGELES. CALJF.
 
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